







































 

EDUCATIO : Journal Of Education 
Volume 8 , Number 1, May 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

zzzzzz z 

  

The Development of Learning Management Activities 

Using the Inquiry-Based Learning (5E) To Develop Analytical 

Thinking Skills in the Course Science and Technology 

for Students in Grade 3 
Natthanan Namonsai, Angkhan Intanin, Sasitorn Sanpundorn 

Email natthanan.na@ksu.ac.th, angkhan.in@ksu.ac.th, sasitorn.sa@ksu.ac.th 

 

Accepted: 

Marc 8th 2023 

Reviewed: 

Apr 13th 2023 

Published: 

May 30th 2023 

 

Abstract: This research aims to (1) Develop learning management activities using the 5E inquiry-
based learning model. science and technology course of students in grade 3. (2) Develop the 
analytical thinking of grade 3 students to pass the criteria of 70%. (3) To study the satisfaction of 
grade 3 students towards learning management using the 5E inquiry-based learning model. Thus, 
the researchers developed our solar system learning activities. of6- plans and developing analytical 
thinking skills of grade 3 students of 31 people. The results showed That (1) Learning management 
using the 5E quest model Amount of 6 plans and passed the evaluation of suitability efficiency by 
3-experts. (2) The results of the development of analytical thinking of grade 3 students. It was 
found that after receiving the learning management, inquiry-based learning style 5E with an 
average of 7.25 representing 72.74 percent (3) Satisfaction of grade 3 students towards the learning 
management of the 5E inquiry-based learning model. with a high level of satisfaction. 
 

Keyword:  inquiry-based learning management, analytical thinking, development of science  

                learning activities 

 

Introduction 

Key skills in the 21st century. It plays an important role in developing realities in preparing 

students for life in the 21st century. It is an important aspect of the social transformation trend in 

the 21st century. affecting the way of life of the society thoroughly. Therefore, teachers Are 

prepared to manage to learn to prepare students to have skills for life in the 21st century. The 21st-

century skill is high-level analytical thinking 1. The PISA exam is assessed. Emphasis is placed on 

assessing learners' competency in applying knowledge and skills in real life rather than learning 

from a school curriculum. PISA Exam Assessment 2. Conducting a survey of 15-year-old students 

from around the world every three years. Which emphasizes the importance of the assessment in 

three main areas. is reading mathematics and science. In addition, in PISA 2018, there is another 

innovation assessment. is the competence of living in a global society (Global competence). PISA 

will assess the level of the essential knowledge and skills needed to live today, for social and 

economic participation. Thailand is one of the countries that have the PISA test to measure various 

skills. is. As of 2018, Thailand is at the PISA level out of 79 countries worldwide for critical thinking 

skills. Ranked 66 th the region is 20th, And the ASEAN level is ranked 4th. By science score, 

which emphasizes analytical thinking skills, is equal to 426 points. 

 
1 C. P. Ormell, “Bloom’s Taxonomy and the Objectives of Education,” Educational Research (1974). 
2 OECD, PISA 2018 Assessment and Analytical Framework, OECD Publishing, 2019. 

mailto:riyu.choirul57@gmail.com
mailto:natthanan.na@ksu.ac.th
mailto:angkhan.in@ksu.ac.th
mailto:sasitorn.sa@ksu.ac.th


  
 
 
 
 

  

Volume 8, Number 1, May 2023| 57  

zzzzzz 

  

 

 Learning management that is appropriate to the school context. It is linked to being 

successful in developing a learner's skill competency. While observing students at a school in 

Kalanin Province. It was found that the 5E knowledge-seeking learning management. Used did 

not have a positive effect on analytical thinking. When the researcher took the analytical thinking 

test to test the students. It was -found that students did not pass the critical thinking criteria at 70 

percent set. From further studies, it was found that. Allowing students to learn by themselves is 

important in developing critical thinking skills. 

5E quest style learning. It is a learning management that focuses on students. and allows 

learners to choose what they want to learn on their own. Problems are set as the starting point for 

learning and as a stimulus for students to develop analytical thinking skills. Synthetic. solve 

problems. The learning management process consists of 5 steps. The researcher develops the 

ability of analytical thinking of the students before testing the target group. (Institute for the 

Promotion of Teaching Science and Technology) (EST.), 2006). 

The research results reflect That. 5E quest-based learning management. able to develop 

analytical thinking skills. by critical thinking skills. Relationship. Principle. 

 

 

Previous Research 

Prasart Nuangchalerm 3   Cognitive Development, Analytical Thinking  and Learning 

Satisfaction of Second Grade Students  Learned through Inquiry-based Learning  Science teaching 

needs to be able students having knowledge and understanding. Also, students have to develop 

their  thinking skills, it should help students meet real science through inquiry-based pedagogical 

process. This study aims to  (i) investigate effective teaching criterion through inquiry-based 

teaching at 80/80, (ii) find out effectiveness index of  inquiry-based teaching, (iii) compare 

analytical thinking between before and after students had learned by inquiry-based  learning 

activities, and (iv) study learning satisfaction of second grade students after they had learned 

through inquiry  method. Participants of the study were 10 second grade students, sampled by 

purposive sampling technique. Research instruments comprised of 8-lesson plan, 20-item 

achievement test, 20-item analytical thinking test, and 15-item  questionnaire on learning 

satisfaction. Data were gathered and analyzed by Wilcoxon Matched Pairs Singed–Ranks Test.  

Results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; 

effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement 

test higher than those pretest score at .05  statistical significance level; and students had learning 

satisfaction on inquiry-based learning activities at highest level.  It can be concluded that inquiry-

based learning activities promoted students in terms of both cognitive, analytical thinking, and 

learning satisfaction. It should be suggested in for pedagogical preparation and incorporate it into 

science curriculum.  

Patamaporn Thaiposria, Panita Wannapiroonb 4  Enhancing students’ critical thinking 

 
3 Prasart Nuangchalerm and Benjaporn Thammasena, “Cognitive Development, Analytical Thinking, and 
Learning Satisfaction of Second Grade Students Learned through Inquiry-Based Learning,” Asian Social Science 
5, no. 10 (2009), http://dx.doi.org/10.5539/ass.v5n10p82. 
4 Patamaporn Thaiposri and Panita Wannapiroon, “Enhancing Students’ Critical Thinking Skills through 
Teaching and Learning by Inquiry-Based Learning Activities Using Social Network and Cloud Computing,” 
Procedia-Social and Behavioral Sciences 174 (2015): 2137–2144. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 58  

zzzzzz 

  

skills through teaching andlearning by inquiry-based learning activities using social network and 

cloud computing The purposes of this research study were: 1) to design inquiry-based learning 

activities to enhance students’ critical thinking skills through teaching and learning using social 

network and cloud computing and 2) to evaluate these learning activities. The research 

methodology is divided into two steps. The first step involved designing the learning activities and 

the second step involved evaluation. The study sample was purposively selected and consisted of 

ten experts in higher education instructional design, inquiry-based learning activity design, social 

network, cloud computing and enhancing critical thinking skills. This sample either held a doctoral 

degree or at least three years of experience in relevant fields. This research describes the learning 

activities and assesses appropriateness using an evaluation form. Data were analyzed using the 

mean (x) and standard deviation. The research findings were as follows: the learning activities 

consisted of three main steps: 1) pre-teaching and learning preparation, 2) enhancing students’ 

critical thinking skills through teaching and learning by inquiry-based learning activities using social 

network and cloud computing and 3) measurement and evaluation. The sample judged the learning 

activities as highly appropriate and applicable to real practice. 

Suryanti, I S Z Arifin, and U Baginda T. 5 the application of inquiry learning to train critical 

thinking skills on light material of primary school students Critical thinking skills are seen as 

important skills for survival and have become one of Indonesia's educational goals. The results of 

initial observation of critical thinking skills in Kemangsen 2 primary school involving students of 

grade V, revealed that 95% students possessed score 2 (with the scale, ranging from 1 to 4). 

Therefore, critical thinking skills of students need to be improved by applying hands-based learning 

of Hands-on Science; one of which is through inquiry learning. The purpose of this study is to 

determine the effectiveness of inquiry learning model in trained critical thinking skills of 

elementary students (n= 22). This research was conducted by One Group Pretest-Posttest Design. 

Data were analyzed using t-dependent tests for overall critical thinking skills and descriptive 

analysis for critical thinking skills for each indicator. The critical thinking skills trained in this study 

include evaluation, explanation, interpretation, and inference based on the results of data analysis. 

To sum up, inquiry learning is classified as effective in terms of training students' critical thinking 

skills. The critical thinking skills of students should be continuously trained on appropriate 

materials or topics. 

Bantalem Derseh Wale and Kassie Shifere Bishaw 6.  The aim of this study was to examine 

the effects of using inquiry-based learning on students’ critical thinking skills. A quasi-experimental 

design which employed time series design with single group participants was used. A total of 20 

EFL undergraduate students who took advanced writing skills course were selected using 

comprehensive sampling method. Tests, focus group discussion, and student-reflective journal 

were used to gather data on the students’ critical thinking skills. The participants were given a series 

of three argumentative essay writing pretests both before and after the intervention, inquiry-based 

argumentative essay writing instruction. While the quantitative data were analyzed using One-Way 

Repeated Measures ANOVA, the qualitative data were analyzed through narration. The findings 

 
5 I S Z Arifin and U Baginda, “The Application of Inquiry Learning to Train Critical Thinking Skills on Light 
Material of Primary School Students,” in Journal of Physics: Conference Series, vol. 1108 (IOP Publishing, 2018), 
12128. 
6 Bantalem Derseh Wale and Kassie Shifere Bishaw, “Effects of Using Inquiry-Based Learning on EFL Students’ 
Critical Thinking Skills,” Asian-Pacific Journal of Second and Foreign Language Education 5 (2020): 1–14. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 59  

zzzzzz 

  

of the study revealed that using inquiry-based argumentative writing instruction enhances students’ 

critical thinking skills. Therefore, inquiry-based instruction is suggested as a means to improve 

students’ critical thinking skills because the method enhances students' interpretation, analysis, 

evaluation, inference, explanation, and self-regulation skills which are the core critical thinking 

skills 

A S Ramadani , Z A I Supardi , Tukiran, E Hariyono 7. Profile of Analytical Thinking Skills 

Through Inquiry-Based Learning in Science Subjects The 2013 curriculum aims to form students 

who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects 

of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, 

where one of the thinking skills students need is expertise in analytical thinking. These skills are 

necessary for science learning. Analytical thinking skills can be improved if the teacher trains them 

correctly, both from the learning model and learning strategies. This study examines learning 

models and learning tools that can improve analytical thinking skills. Learning based on inquiry 

learning is expected to improve students' analytical thinking skills. The findings of this study, it is 

known that inquiry-based models and tools can improve analytical thinking skills because they start 

from a problem. The problems given are then discussed with the group to find information that 

fits the situation and find ways to solve the problem nicely by conducting experiments or 

observations, then summing up the results obtained and communicating them well. Analytical 

thinking skills are closely related to problem-solving. So, with analytical thinking skills, students 

will quickly identify and solve a problem.  

 

Method 

Research Methodology 

This research is a developmental research model. (Developmental Research) Type I 8. 

Which focuses on design and innovation development, divided into 2 phases. namely 

Development Process and Evaluation Process. This research is in phase 2. by developing 5E 

science learning activities. Show details as follows. 

Phase 1 Development Process 

1. Study the current learning management problems and the need for science learning 

activities. 

1. Development of 5E knowledge-seeking learning management activities. 

2. Design learning management activities in the form of 5E knowledge seeking. Use the 

information obtained from the study of the problem of analytical thinking in learning. Let's 

create and develop a learning management plan. And tools used to collect data after that 

were examined by 3 experts. 

3. Experiment with the 5E Inquiry Learning Management Plan. with the experimental group, 

Secondary 3/4 students. Semester 1, Academic Year 2022, 28 students. Acquired by 

selecting a specific number of 6 plans. Take a critical thinking skill test. 

 

 

 
7 Alifia Suryatin Ramadani, Zainul Arifin Imam Supardi, and Eko Hariyono, “Profile of Analytical Thinking Skills 
Through Inquiry-Based Learning in Science Subjects,” Studies in Learning and Teaching 2, no. 3 (2021): 45–60. 
8 Rita C Richey and James D Klein, Design and Development Research: Methods, Strategies, and Issues 
(Routledge, 2014). 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 60  

zzzzzz 

  

Phase 2 Assessment Process 

Organize 5E knowledge-seeking learning activities. 6- plans with students in grades 3/5. after using 

the analytical thinking skills test for Grade 3 students. with the sample group of students. Including 

having the students complete the satisfaction assessment questionnaire for learning management 

using the 5E knowledge search method. 

 

Sample group 

Phase 1 The research samples were divided into 2- groups: Group of 3 experts. Including 

1- content expert. Teaching 1-person. 1-expert in organizing and evaluating. And the group of 

students, namely, grade 3/4 students in the academic year 2022, totaling 28 people. Choose a 

specific mode. 

Phase 2 The sample group of 31 grade 3/5 students in the academic year 2022 was 31 people. 

Choose a specific mode. Because the sample group did not pass the analytical thinking skill 

experiment at the criterion of 70 percent. 

 

Research tools 

The tools used in this experiment were. 1. Knowledge acquisition learning management 

plan 5E About our solar system, 6- plans namely 

1.) Gravitational force between the Sun and its satellites 2.) Phenomena caused by the movement 

of the earth around the sun. 3.) Phenomena caused by the interaction between the Sun earth and 

the moon 4.) Space technology and its uses. Ie the total time spent on learning management is 17 

hours. with an average of 4.28. The suitability is at a very reasonable level. The standard 

deviation is 0.12. The consistency index is between 0.5-1.00. 

2.) Analytical thinking skill test, multiple choice4- options. A total of 30 items passed the IOC 

reconciliation index 9.  The difficulty, discrimination, and confidence. The first aspect, the 

important aspect, amounting to 10 items. The second aspect of the relationship, the number 10 

items. The 3rd aspect, the principles of 10 items. 

3.) Satisfaction questionnaire, 10- items. 5-level estimation scale. Which has an average of 4.69. 

There is a standard deviation of 0.22. Have the highest level of satisfaction. 

 

Data Collection  

In this research, the researcher has tried and collected data. The procedure for collecting 

information is as follows: 

1. Use the analytical thinking skill test. for Grade 3 students and the sample group of students. 

2. Organize learning management activities with the sample group of students. using the 5E 

quest model. Steps according to the learning management plan 1-6. Complete all 6- plans in 17- 

hours. ready to collect scores after studying and analyzing the data. 

3. Organize learning activities with the target group of students. Using the 5E quest model. 

According to the learning management plan 1-6, complete all 6-plans in 17 hours. Ready to 

collect points after studying and answer the satisfaction questionnaire. 

 

 

 
9 Richard J Rovinelli and Ronald K Hambleton, “On the Use of Content Specialists in the Assessment of 
Criterion-Referenced Test Item Validity.” (1976). 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 61  

zzzzzz 

  

Data analysis 

1. The appropriateness of the learning management plan was analyzed using the mean (�̅�). Then 

the obtained mean was interpreted with the following level of fitness 10 

             4.51-5.00 is most appropriate.             3.51-4.50 is very appropriate. 

             2.51-3.50 moderately appropriate        1.51-2.50 is less suitable. 

             1.00-1.50 is the least suitable. 

2. Analyze the data from the analytical thinking skills test. obtained from the test at the end of the 

learning activity by finding the mean (�̅�). Standard Deviation (S.D.) and Percentage. Students with 

a critical thinking score of 70 percent pass the criteria. If the analytical thinking score is lower than 

70 percent, the criteria are not passed. 

3. Student satisfaction scores were analyzed by mean (�̅�) and standard deviation (S.D.). Then, the 

obtained averages were used to interpret the results of the satisfaction towards the 5E knowledge-

seeking learning management. Therefore, the five satisfaction levels are (Likert, R. (1932). 

          4.50 or more means the most satisfied.                    3.50 - 4.49 means very satisfied 

          2.50 – 3.49 means moderate satisfaction.                 1.50 – 2.49 means less satisfaction. 

          Below 1.50 means least satisfaction. 

 

Results and Discussion 

The Development of 5E learning management activities. Science and technology course 

for students in grade 3. 

Table 1 presents the 5E inquiry-based learning management process. the design of the school. 

 
10 John K Hemphill and Charles M Westie, “The Measurement of Group Dimensions,” The Journal of Psychology 
29, no. 2 (1950): 325–342, http://dx.doi.org/10.1080/00223980.1950.9916035. 

teaching process meaning of each step teaching method Instructor role 

Step 1 Engagement The teacher arouses the 

interest of the students 

by using questions to 

enter the lesson. 

Before entering the 

lesson, teachers are 

encouraged by asking 

the children. 

The teacher acts as a 

coach and facilitator. 

Step 2 Exploration Teachers teach students 

to study the contents 

learned in grade  3 

Science and Technology 

books, Volume 1, IPST, 

or other learning 

resources such as 

information on the 

Internet. 

The teacher had each 

student study a basic 

science textbook. 

The teacher acts as a 

coach and facilitator. 

Step 3 Explanation At this stage, the teacher 

explains from the 

textbook and gives the 

children a worksheet. 

After the teacher has 

finished teaching, the 

teacher will ask the 

students and explain 

further. When the 

students understand the 

The teacher acts as a 

coach and facilitator. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 62  

zzzzzz 

  

 

Table 2 presents the 5E inquiry-based learning management process. designed by experts. 

teaching process meaning of each step teaching method Instructor role 

Step 1 Engagemen

t 

Teachers generate student 

interest by asking 

questions. to enter the 

lesson 

The teacher will be 

introduced into the 

lesson and will 

encourage the 

students by using 

questions to test the 

children's knowledge 

before entering the 

lesson.  

The teacher acts as 

a coach and facilitator. 

Step 2 Exploration The teacher teaches the 

students together 

to study the contents 

learned in the textbook. 

and ask questions when 

students are unsure or do 

not understand so that 

teachers can provide 

answers.  

The teacher had each 

student study the 

information 

about... in the basic 

science textbook and 

divide into groups to 

complete the activity 

in equal groups of 

men and women. 

The teacher acts as 

a coach and facilitator. 

Step 3 Explanatio

n 

The teacher explains and 

promotes the concepts to 

the students. so that 

students can understand 

more 

 

The students analysed 

the data from their 

group work and 

asked each group to 

design their own 

experimental 

conclusions. such as 

"My Map Summary" 

or "Summarize the 

Speech" 

The teacher acts as a 

coach and co-learner. 

Step 4 Elaboration The instructor will have 

more teaching materials to 

In which the teacher 

will have teaching 

The teacher acts as 

a coach and facilitator. 

lesson, the teacher will 

give them love to study 

and make worksheets. 
Step 4 Elaboration Teachers let students’ 

study on their own. 

at home more 

The teacher gave 

questions and asked the 

students to study more 

at home. 

The teacher acts as a 

coach and facilitator. 

Step 5 Evaluation The teacher evaluates the 

students' worksheets. 

After the students have 

completed the work, 

the teacher will evaluate 

each child's worksheet. 

The teacher acts as a 

coach and facilitator. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 63  

zzzzzz 

  

explain more so that the 

students understand more. 
materials to explain 

and expand 

knowledge for 

students to 

understand more, and 

Kahoot will be used 

to test students.  
Step 5 Evaluation The teacher evaluates the 

students based on 

activities and quizzes. 

The teacher evaluated 

the students based on 

activities and quizzes 

from Kahoot. 

The teacher acts as 

a coach and facilitator. 

 

3.2 Develop analytical thinking skills by using 5E knowledge-seeking learning management 

activities. For Grade 3 students pass the criteria of 70%. 

Table 3 Data analysis results of analytical thinking abilities. of students in grade 3. by using the 

5E inquiry-based learning activities. Show information as in the table. 

 

the ability to think 

analytically 

average rating standard deviation average rating 

(%) 
70 percent 

criteria 

aspect of  importance 7.23 1.02 72.26 pass 

relationship 7.35 1.08 73.55 pass 

Principle 7.16 0.73 71.61 pass 

average 7.25 0.10 72.74 pass average 

from table 3 Students receiving 5E inquiry-based learning arrangements. have an ability 

score in analytical thinking average is 7.25 The standard deviation is 0.10. Representing 72.74 

percent, all students passed the set criteria of 70 percent. 

 

3.3 A study of satisfaction with learning management by using knowledge-seeking learning 

activities Grade 3 students received 5 E in science and technology subjects.  

 

Table 4: The results of the satisfaction study of Grade 3 and 5 students with the 5E knowledge-

seeking learning style.  

List average 
standard 

deviation 

level of 

satisfaction 

1. Students are free to study, research, and exchange 

ideas. 
4.71 0.58 Most satisfied 

2. Teachers allow students to do activities 

independently. 
4.90 0.39 Most satisfied 

3. Students have the opportunity to practise 4.58 0.71 Most satisfied 

4. Students participate in activities. 4.81 0.53 Most satisfied 

5. Help students gain knowledge and understanding 

for themselves. 
4.74 0.51 Most satisfied 

6. Teacher’s rate students for their actions. 5.00 0.00 Most satisfied 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 64  

zzzzzz 

  

7. Teachers encourage students to exchange 

knowledge and ideas. 
4.48 0.76 

Very 

satisfied. 

8. Students understand the content and can remember 

the content for a long time. 
4.29 0.92 

Very 

satisfied. 

9. Happy students have fun with learning activities. 4.87 0.42 Most satisfied 

10. Help students think more critically. 4.61 0.61 Most satisfied 

average 4.69 0.22 
Most 

satisfied 

Table 4 shows that Grade 3/5 students who received knowledge-seeking learning management 5E 

performed well. The average level of satisfaction was 4.69, and the standard deviation was 0.22, 

which was the highest level of satisfaction. 

 

Discussion 

The development of learning management activities in the search for knowledge in 5E 

science subjects and technology of Grade 3 students through organizing Manage learning in the 

search for knowledge (5E) synthesized by the researcher. which the researcher used to create a 

learning management plan. The quest for knowledge, 5E There are six plans in total, each with 

five steps of learning activities: Step 1: Create interest. Step 2: Explore and find Step 3: Explain 

and draw conclusions. Step 4: Increase knowledge; Step 5: Evaluate  

Development of analytical thinking skills about our solar system by using learning 

management activities in the search for knowledge (E for Grade), 3 students must meet a 70% 

pass rate based on the study's findings in order to develop analytical thinking skills. Science and 

technology subjects using analytical thinking skills in learning management activities It was found 

that the learning management model was a 5E knowledge-seeking model, from having passed the 

experts and taking the test to experimenting with the sample group. The sample did not pass the 

test according to the set criteria. Therefore, there were interviews with the students, and it was 

found that the students wanted to have a group with their friends and bring the media into 

teaching. The researcher therefore adjusted the learning management plan in accordance with the 

needs of the learners and made it possible to experiment with the target group. All target groups 

passed the 70 percent criteria set. This is due to the fact that the learning management plan, 

learning management style, and seeking knowledge (5E) emphasize that learners know how to do 

things and provide opportunities for them.  

A study of Grade 3 students' satisfaction with learning management using knowledge 

seeking learning activities (5E) in science and technology subjects. 3 who received the learning 

management through the test by using the learning management activity model of seeking 

knowledge (5E) had an average satisfaction of 4.69 and a standard deviation of 0.22, which was a 

high level of satisfaction. 

 

Conclusion 

The development of analytical thinking skills of Grade 3 students by using an inquiry-

based learning management system (5E) on our solar system To pass the criteria of 70 percent, 

there are 5 steps: Step 1. Create interest. Step 2. Explore and find out. Step 3: Explain and draw 

conclusions. Step 4: Expand your knowledge. 

Step 5: Assessment of six plans and study of the satisfaction of Grade 3 students who received 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 65  

zzzzzz 

  

learning management through the test using the 5E knowledge-seeking learning activity model. 

The average satisfaction was 4.69 and the standard deviation was 0.22, which was a high level of 

satisfaction. 

 

References 

Arifin, I S Z, and U Baginda. “The Application of Inquiry Learning to Train Critical Thinking 
Skills on Light Material of Primary School Students.” In Journal of Physics: Conference Series, 
1108:12128. IOP Publishing, 2018. 

Hemphill, John K, and Charles M Westie. “The Measurement of Group Dimensions.” The 
Journal of Psychology 29, no. 2 (1950): 325–342. 
http://dx.doi.org/10.1080/00223980.1950.9916035. 

Nuangchalerm, Prasart, and Benjaporn Thammasena. “Cognitive Development, Analytical 
Thinking, and Learning Satisfaction of Second Grade Students Learned through Inquiry-
Based Learning.” Asian Social Science 5, no. 10 (2009). 
http://dx.doi.org/10.5539/ass.v5n10p82. 

OECD. PISA 2018 Assessment and Analytical Framework. OECD Publishing, 2019. 
Ormell, C. P. “Bloom’s Taxonomy and the Objectives of Education.” Educational Research (1974). 
Ramadani, Alifia Suryatin, Zainul Arifin Imam Supardi, and Eko Hariyono. “Profile of Analytical 

Thinking Skills Through Inquiry-Based Learning in Science Subjects.” Studies in Learning and 
Teaching 2, no. 3 (2021): 45–60. 

Richey, Rita C, and James D Klein. Design and Development Research: Methods, Strategies, and Issues. 
Routledge, 2014. 

Rovinelli, Richard J, and Ronald K Hambleton. “On the Use of Content Specialists in the 
Assessment of Criterion-Referenced Test Item Validity.” (1976). 

Thaiposri, Patamaporn, and Panita Wannapiroon. “Enhancing Students’ Critical Thinking Skills 
through Teaching and Learning by Inquiry-Based Learning Activities Using Social Network 
and Cloud Computing.” Procedia-Social and Behavioral Sciences 174 (2015): 2137–2144. 

Wale, Bantalem Derseh, and Kassie Shifere Bishaw. “Effects of Using Inquiry-Based Learning 
on EFL Students’ Critical Thinking Skills.” Asian-Pacific Journal of Second and Foreign Language 
Education 5 (2020): 1–14. 

 


