Development of Inquiry Learning-Based Digital Teaching Materials to Enhance Critical Thinking Skills
##plugins.themes.bootstrap3.article.main##
Abstract
This study aims to develop and evaluate digital teaching materials based on inquiry learning to enhance students’ critical thinking skills. The research was conducted using a research and development (R&D) design with stages including needs analysis, material design, expert validation, implementation, and evaluation. Data were collected through validation questionnaires, student response surveys, and critical thinking tests. The results show that the developed digital teaching materials meet the criteria of validity, practicality, and effectiveness. Expert validation indicated that the materials were pedagogically sound and technologically appropriate, while student responses reflected high levels of usability and engagement. Implementation of the materials in classroom settings led to a measurable increase in students’ critical thinking skills, particularly in the areas of analysis, evaluation, and problem-solving. In addition, the materials fostered higher student motivation and active participation in the learning process. This research contributes to the integration of inquiry pedagogy with digital innovation, providing a practical model for 21st-century education that supports both cognitive development and student engagement.
##plugins.themes.bootstrap3.article.details##
How to Cite
Akbar, A. I., & Raffasya, E. (2025). Development of Inquiry Learning-Based Digital Teaching Materials to Enhance Critical Thinking Skills. Journal of Education Innovation and Curriculum Development, 3(2), 80–89. Retrieved from https://journals.iarn.or.id/index.php/educur/article/view/535
References
Alam1, M. M. (2016). Constructivism: Paradigm shift from teacher centered to student centered approach. The International Journal of Indian Psychology, Volume 4, Issue 1,(No. 79), 51.
Anfara Jr, V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28–38.
Artal-Sevil, J. S., Romero, E., & Artacho, J. M. (2018). Using new multimedia learning technologies: presentations design tools, dynamic animations, interactive maps, visual content and multimedia resources. EDULEARN18 Proceedings, 9617–9627.
Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning. The Nature of Learning, 199.
Behar-Horenstein, L. S., & Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching & Learning (TLC), 8(2).
Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2005). The national randomized field trial of Success for All: Second-year outcomes. American Educational Research Journal, 42(4), 673–696.
Bos, F. A. B. H. (2009). On pre-test sensitisation and peer assessment to enhance learning gain in science education.
Budnyk, O., Protas, O., Voloshchuk, H., Berezovska, L., & Rusakova, O. (2021). Current challenges in the conditions of distance education: Inquiry based learning. Revista Inclusiones, 210–222.
Conley, D. T., & French, E. M. (2014). Student ownership of learning as a key component of college readiness. American Behavioral Scientist, 58(8), 1018–1034.
Dede, C., Korte, S., Nelson, R., Valdez, G., & Ward, D. J. (2005). Transforming learning for the 21st century: An economic imperative. Common Knowledge, 399, 1–66.
Granić, A., Mifsud, C., & Ćukušić, M. (2009). Design, implementation and validation of a Europe-wide pedagogical framework for e-learning. Computers & Education, 53(4), 1052–1081.
Gustiani, S. (2019). Research and development (R&D) method as a model design in educational research and its alternatives. Holistics (Hospitality and Linguistics): Jurnal Ilmiah Bahasa Inggris, 11(2).
Henry, V. J., & Brown, R. S. (2008). First-grade basic facts: An investigation into teaching and learning of an accelerated, high-demand memorization standard. Journal for Research in Mathematics Education, 39(2), 153–183.
James, A., & Brookfield, S. D. (2014). Engaging imagination: Helping students become creative and reflective thinkers. John Wiley & Sons.
Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58, 439–457.
Khalaf, B. K., & Mohammed Zin, Z. B. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545–564.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217–225.
Monroy, F., & González-Geraldo, J.-L. (2017). Teaching conceptions and approaches: do qualitative results support survey data? Revista de Investigación Educativa, 35(1), 167–180.
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Journal of Educational Technology & Society, 9(2), 178–197.
Parijkova, L., Dimitrova, S., Yancheva, G., & Buchova, A. (2020). Critical thinking as a crucial skill in digital era. BOBCATSSS Conference 2020.
Pavlásek, P. (2010). Digital Teaching and Learning Environment in Student-Focused Teaching Concept: Making it Work in the Technology Oriented Content. INTED2010 Proceedings, 2768–2779.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
Suwono, H., Susanti, S., & Lestari, U. (2017). Guided inquiry facilitated blended learning to improve metacognitive and learning outcome of high school students. Journal of Physics: Conference Series, 824(1), 12068.
Violante, M. G., & Vezzetti, E. (2014). Implementing a new approach for the design of an e‐learning platform in engineering education. Computer Applications in Engineering Education, 22(4), 708–727.
Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622.
Anfara Jr, V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28–38.
Artal-Sevil, J. S., Romero, E., & Artacho, J. M. (2018). Using new multimedia learning technologies: presentations design tools, dynamic animations, interactive maps, visual content and multimedia resources. EDULEARN18 Proceedings, 9617–9627.
Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning. The Nature of Learning, 199.
Behar-Horenstein, L. S., & Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching & Learning (TLC), 8(2).
Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2005). The national randomized field trial of Success for All: Second-year outcomes. American Educational Research Journal, 42(4), 673–696.
Bos, F. A. B. H. (2009). On pre-test sensitisation and peer assessment to enhance learning gain in science education.
Budnyk, O., Protas, O., Voloshchuk, H., Berezovska, L., & Rusakova, O. (2021). Current challenges in the conditions of distance education: Inquiry based learning. Revista Inclusiones, 210–222.
Conley, D. T., & French, E. M. (2014). Student ownership of learning as a key component of college readiness. American Behavioral Scientist, 58(8), 1018–1034.
Dede, C., Korte, S., Nelson, R., Valdez, G., & Ward, D. J. (2005). Transforming learning for the 21st century: An economic imperative. Common Knowledge, 399, 1–66.
Granić, A., Mifsud, C., & Ćukušić, M. (2009). Design, implementation and validation of a Europe-wide pedagogical framework for e-learning. Computers & Education, 53(4), 1052–1081.
Gustiani, S. (2019). Research and development (R&D) method as a model design in educational research and its alternatives. Holistics (Hospitality and Linguistics): Jurnal Ilmiah Bahasa Inggris, 11(2).
Henry, V. J., & Brown, R. S. (2008). First-grade basic facts: An investigation into teaching and learning of an accelerated, high-demand memorization standard. Journal for Research in Mathematics Education, 39(2), 153–183.
James, A., & Brookfield, S. D. (2014). Engaging imagination: Helping students become creative and reflective thinkers. John Wiley & Sons.
Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58, 439–457.
Khalaf, B. K., & Mohammed Zin, Z. B. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545–564.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217–225.
Monroy, F., & González-Geraldo, J.-L. (2017). Teaching conceptions and approaches: do qualitative results support survey data? Revista de Investigación Educativa, 35(1), 167–180.
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Journal of Educational Technology & Society, 9(2), 178–197.
Parijkova, L., Dimitrova, S., Yancheva, G., & Buchova, A. (2020). Critical thinking as a crucial skill in digital era. BOBCATSSS Conference 2020.
Pavlásek, P. (2010). Digital Teaching and Learning Environment in Student-Focused Teaching Concept: Making it Work in the Technology Oriented Content. INTED2010 Proceedings, 2768–2779.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
Suwono, H., Susanti, S., & Lestari, U. (2017). Guided inquiry facilitated blended learning to improve metacognitive and learning outcome of high school students. Journal of Physics: Conference Series, 824(1), 12068.
Violante, M. G., & Vezzetti, E. (2014). Implementing a new approach for the design of an e‐learning platform in engineering education. Computer Applications in Engineering Education, 22(4), 708–727.
Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622.
Copyright and Licensing
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.