







































Education, Language and Sociology Research 
ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 1, No. 1, 2020 
www.scholink.org/ojs/index.php/elsr 

128 
 

Original Paper 

Effectiveness of Learning Devices with Inquiry Learning 

Models to Increase Skills Creative Thinking Students 
Syamsidah1, Ratnawati1, Amir Muhiddin2 & Mithen Lullulangi1* 

1 Universitas Negeri Makassar, Makassar Sul-Sel, Indonesia  
2 Unismuh Makassar, Makassar Sul-Sel, Indonesia 
* Mithen Lullulangi, Universitas Negeri Makassar, Makassar Sul-Sel, Indonesia 

 

Received: June 1, 2020       Accepted: June 3, 2020      Online Published: June 5, 2020 

doi:10.22158/elsr.v1n1p128         URL: http://dx.doi.org/10.22158/elsr.v1n1p128 

 

Abstract 

This study aims to obtain learning tools with a valid, effective, and practical Inquiry learning model to 

improve students’ creative thinking skills. This research is research and development. Implemented 

using the 4 D model of the Thiagarajan, Semmel, and Semmel models through four stages: the defining 

stage, the design phase, the development stage, and the disseminate stage. The subjects of this study were 

35 students majoring in family welfare education even in the academic year 2019/2020. The results of 

this study are: 1) A learning device with a valid, effective, and practical Inquiry model has been obtained 

and has been responded positively by the kitchen subjects to improve students’ thinking skills. IL), 

modules/textbooks with the Inquiry Learning model (IL) and the Inquiry learning guide model books on 

Kitchen Tools that are valid, effective, and practical. Juda has produced IPR for model guidance. 

Keywords 

development, tools, models, learning, inquiry 

 

1. Introduction 

Creative thinking skills are important because often we face problems and difficulties in making 

decisions, therefore these skills are important because they can be a provision in leadership and 

decision making. Creative thinking skills are even more urgent in the midst of an increasingly 

competitive world, full of challenges and uncertainties. Rhenald Kasali (2012) said: The Industrial 

Revolution Era 4.0, requires everyone to adjust to the changing environment, because if not, slowly or 

quickly will experience failure, even facing what is called disruption, death and uprooting from its 

roots. Those who can exist and survive are those who can adapt, especially those who have creative 

thinking skills. 



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Creative thinking skills are an important part and must be owned by someone because this is where 

success starts. People who have creative thinking skills, it is not easy to experience despair, let alone 

stress, there is always a way out of the problems they face and make the best decisions. How many 

people and leaders who fail in life and resign from office just because they do not have creative 

thinking skills. 

Sumantri (2010) said: Surely every human being from birth is equipped with the potential to think as 

one part of the potential for creativity, taste, and intention that gave birth to culture. It’s just that the 

potential must be developed through intensive training and systematic education in educational 

institutions, especially in formal schools. The more quality the training and education process is, the 

better the quality of one’s creative thinking abilities. Therefore, to produce students who have creative 

thinking skills need systematic and planned efforts, and one of the efforts in that direction is to create 

quality learning tools. 

Learning tools are an important element in achieving learning objectives. This is reasonable because in 

the learning kit there is a Learning Implementation Plan (RPP), Module, and Model Inquiry learning 

(IL) Manual. The lesson plan itself is important because that is where there are forms of learning 

procedures and management to achieve the basic competencies set out in the curriculum content 

standards. The lesson plan becomes a general guideline for teachers to be systematic, without worrying 

about getting out of the goals, scope of the material, and learning models. In addition to the lesson plan, 

there is also a module, which contains teaching material or learning resources and details about 

learning to start from the objectives, planning, learning materials, to evaluation. 

The learning device with an inquiry learning model is one of the models that are widely used to 

improve students’ creative thinking abilities. This is reasonable because inquiry learning is related to 

the thought process that begins with the question and then answers the question itself. If this is the case, 

then the inquiry begins with one form of communication, namely communication with oneself 

(impersonal communication) carried out by one person, he becomes a communicator as well as a 

communicant. The inquiry can thus be an entry point for the birth of thoughts, ideas, and ideas which, 

if managed properly, will produce science and technology that are beneficial to human life. This 

inquiry, not only is it useful for the development of students’ creative thinking abilities, more than that 

is the birth of talent and the potential to become an intellectual. 

An intellectual never stops asking questions, and the question is always answered to give birth to the 

best solutions for human life. In this connection, Prayogi S, Yuanita L & Wasis (2018) suggested that 

the use of inquiry models is important because students will get a better understanding of science, and 

are more interested in science if they are actively involved in “conducting” scientific studies. The 

investigation conducted by students is the foundation of the inquiry model. This investigation is 

focused on understanding science concepts and improving students’ scientific thinking process skills. 

And, it is believed that understanding concepts is the result of scientific thought processes 



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The inquiry model was originally developed by Richard Suchman in 1962, quoted by Arends, R, 

(2012), seeing that the nature of learning is nothing but the exercise of thinking through questions. He 

further argues that the core of the inquiry model is in the following three models: a). Students will ask 

(inquire) if faced with a problem that can be confusing, unclear, and or strange events (discrepant 

events). b). Learners can analyze their thinking strategies. c). Thinking strategies can be taught and 

added to students, and inquiry learning models can be more meaningful and effective when done in 

groups.  

Furthermore, M. J. Sunarto (2015) suggested that inquiry is a variety of activities which include 

observation, making questions and examining books or other sources of information to see something 

that is already known, plan investigations, re-examine something that is already known according to 

experimental evidence.  

Mulyasa (2015) said: Learning with an inquiry model is a student-centered strategy where groups of 

students are faced with a problem or seek answers to questions in a procedure and group structure 

outlined clearly.  

From some of the terms of inquiry learning, it can be concluded that inquiry is a process of obtaining 

information through observation or experimentation to solve a problem using critical and logical 

thinking skills. The reason for using the inquiry method is to find out for yourself about the concepts 

learned, students will better understand science, and that knowledge will last a long time. 

Yankee (1993) explains that increasing students’ creative thinking is a maximum result of a learning 

process, and it is very important for students to develop various kinds of innovations so that they will 

never run out of mind in facing various problems and skilled finding solutions and making decisions 

The above description implies that actually, creative thinking is not just a matter of mindset, but 

creativity is also related to decision-making skills, so creativity can be interpreted as innovation, out of 

habit and seeking effort different intelligent (out of the box), original, and bring the right results and get 

maximum benefits. 

Creative thinking is the process of finding and finding solutions to various problems, and through this 

process, creativity is born in the form of ideas, original and adaptive ideas, or perhaps in the form of 

objects that can be used to solve various problems. Furthermore, Judkins (2015) said that “Creativity is 

an ability to solve problems that allow individuals to create original ideas/adaptive functions in full use 

for development”. 

 

2. Methods 

This research is a research and development carried out through several approaches following the needs 

of the application of certain phases. Both quantitative and qualitative research approaches. The use of 

these two approaches is expected to further strengthen the scope, depth, and strength of research. The 

subjects of this study were students majoring in family welfare education even semester 2019/2020 

academic year, research trial subjects as many as 35 students. 



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Research and development procedures are carried out using the 4 D model of the Thiagarajan, Semmel, 

and Semmel (1974) models through four stages: the defining stage, the design phase, the development 

stage, and the disseminate stage. 

The Define Phase is carried out by defining and defining the terms of learning that begin with objective 

analysis including (a) front end analysis; (b) student analysis; (c) concept analysis; (d) task analysis, and 

(e) formulation of learning objectives. 

The Design Phase is carried out by preparing a prototype of learning devices consisting of 3 steps, 

namely: 1) Preparation of the concept of the RPP, Modules, and Model Guide Book (BPM) Inquiry 

Learning. This activity is the first step that connects the define stage and the design stage. Both the 

outline of learning material and the steps for implementing learning are based on the results of the 

formulation of specific learning objectives. 2) Selection of references and media that are appropriate for 

the purpose, to convey the subject matter. 3) Format selection, this is done by reviewing the formats of 

devices that already exist and that have been developed at the University. 

Thiagarajan divides the development stage into two activities which include: (1) expert appraisal, namely 

validating whether the product is feasible or not feasible. This step is carried out by experts in each field. 

Furthermore, the recommendations submitted later are used to improve the material and learning design 

that has been prepared. (2) Developmental testing, this is a product design trial run on the actual target 

subject. At the time of this trial the response data, reaction, or comments from the model user target were 

sought. The results of this trial are used to improve the product. Furthermore, the product that has been 

repaired is retested to obtain effective results. 

In the context of developing learning models in this research, the development activities (develop) are 

carried out with the following steps: the development of tools and models, model validation by 

experts/experts and trials. The development of learning tools includes the preparation of the Model IL, 

RPP IL, Module IL (MIL) manuals. The steps taken in this development are the preparation of the draft 

device, validation, and revision. The learning device validation includes a step review by experts/experts, 

testing the device using one class. The data from the review of the learning tools are analyzed 

descriptively to see the validity of the devices. The validity criteria of the device if the average score of 

each aspect/indicator measured is of good minimum category. Analysis of the results of the review is also 

directed to examine aspects that require attention to repair or revise the device. The validity of the device 

is consulted with the standard index of the device validity test according to the Gregory Index. This 

development phase aims to produce learning tools that have been revised and validated based on expert 

input (Kothari, 2004). 

Research Instruments and Data Collection Techniques. The instruments of this study are intended to 

measure the validity, effectiveness, and practicality of the learning kit, the instrument used to measure 

the validity of the learning kit is the validation sheet; To measure practicality the learning management 

observation sheet and the RPP implementation observation sheet were used, and to measure the 

effectiveness of the device used questionnaire responses from students and lecturers of kitchen 



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equipment. Data collection is carried out by filling out the review sheet/validation of the implementation 

of the RPP and questionnaire responses of students and lecturers to the learning tools. This research data 

will be processed and analyzed descriptively. 

The validity criteria of the device refer to the Gregory index standard in Arikunto (2006) with a 50% 

effectiveness of the device from a minimum of 70% observed aspects, and the effectiveness of the device 

refers to the reliability coefficient x ≥ 0.75.  

 

3. Results and Discussion 

3.1 Research Result 

This research has entered the development stage (Realization and Development). As explained earlier, 

this research produced a product in the form of an Inquiry Learning Model (IL), RPP, Module/Textbooks 

for Kitchen Tools. This product is assessed based on several criteria including valid, effective, and 

practical. The following will be described in the product tables referred to above along with the criteria 

after going through the revision stage based on input from the validator (3 people). as follows : 

 

Table 1. The Validity of Learning Devices with Inquiry Learning Model 

No Product Average 

Rating 

Information 

1 The Inquiry Learning Model Book (MDIL) 3,37 Valid 

2 The Design of the Implementation of Inquiry 

Learning (RPPIL) 

3,35 Valid 

3 The Inquiry Learning Kitchen Tool Module 

(MPDIL) 

3,38 Valid 

Source: Research Results. 

 

The validity test results of the model book and the equipment obtained by each of the three experts are 

(BMIL = 3.37; RPPIL = 3.5; MPDIL = 3.38) a total of an average of 3.36 with the coefficient index of the 

judgment of expert equal to one valid category (Arikunto, 2006). Nevertheless, some revisions were 

made based on the advice of experts to produce a model book and the device in the form of a final 

prototype that was ready to be used in the field.  

 

 

 

 

 

 



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Table 2. The Practicality of Inquiry Learning Model and Learning Tools 

No Product Response Results 

Positive (%) Negative (%) 

1 Model Inquiry Learning (MDIL) 92,6 7,4 

2 Model Book  93,3 8,0 

3 Learning Implementation Plan (RPP) 96 4 

4 Module 88,0 12,0 

Source: Research Results. 

 

The table above shows that IL-based learning devices were responded positively by students who 

numbered 35 people and as many as 2 lecturers. The results of the response of 35 undergraduate PKK 

study program students to the model, the average positive response was 92.6% and the IL model set 

was 93.3%. Both aspects or components were responded very well by students with an average of 

92.95%. Every aspect of the questionnaire was responded positively by more than 70% of students so 

that IL models and devices were considered practical to apply to learn courses in kitchen tools. 

 

Table 3. Effectiveness of the Inquiry Learning Model 

No 
Effect of applying Inquiry Learning (IL) 

model 

Average Learning Outcomes 

 Before After 

1 Improved student learning outcomes  75,6 % 82,5 % 

2 Students creative thinking ability  84,3 % 89,2% 

3 

Experiments taught by Inquiry Learning have 

higher completeness compared to control 

class 

 
40,6% 

5,7% 

59,4% 

94,3% 

Source: Research Results. 

 

4. Discussion 

The model book, Learning Implementation Plan (RPP), and modules/textbooks which were declared by 

three experts as validators indicated that the Inquiry Learning (IL) model could be a reference for 

teachers to be used as models in the learning process. All three are learning tools which, if implemented 

properly, will be one of the guarantees of achieving the quality of learning using the IL Model. According 

to Sanjaya (2010), this model is a model that emphasizes the process of thinking critically and analyzing 

to find and find the answers to a problem in itself. Furthermore, Mulyasa (2015) emphasizes that IL is a 

learning model that prepares students in situations to conduct their experiments broadly to see what is 



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happening, want to do something, ask questions, and find their answers, and connect the findings of one 

with the findings others, compare what they find with what other students find.  

Based on the two opinions above, it can be concluded that the IL model is still the development of 

student-based learning models that emphasize the involvement of students beyond the role of a teacher. 

So the inquiry model provides many opportunities for students and if this is done it will give birth to 

students who are creative and innovative, and even become the basis for the birth of independent students 

(Gormally et al., 2009). 

As explained earlier, this research has produced IL, RPP, and module/textbook manuals. The results of 

the research that gave birth to the model book certainly make it easier for those involved in the learning 

process because in the model book contains, among others, the syntax of Inquiry Learning, the 

underlying learning theory, and the steps of applying the Inquiry Learning model. And this IL model 

book can be utilized because based on the assessment of 3 validators obtained an average value of 3.37 

and with this value can be called valid, then this model book can already be used because it has been 

responded positively by students as much as 92.0 compared to as many negative responses 8.0. That 

means this IL model handbook is practically used in the learning process for kitchen appliance courses. 

In addition to the model book, this research also produces modules/teaching materials that can be a guide 

for teachers in learning, even students can use them instead of teachers so that modules or teaching 

materials make students independent. The IL module in this study can already be used because it is valid 

as a result of the 3 validator ratings with an average value of 3.38, and this module is practically used 

because it has received a positive response value of 88.0 compared to the negative response rate of 12.0. 

Modules/textbooks can be a guide for teachers in learning because there are already teaching materials or 

learning resources in the module. Therefore the module must contain detailed matters regarding teaching 

materials carried out starting from basic competencies, learning objectives, learning materials to 

evaluation. General Guidelines The selection and use of teaching materials emphasize that a module is a 

book written with the aim that students can study independently without direction or teacher guidance. 

This shows that the module can be used for learning even though there are no instructors, which in turn 

can foster the soul of the independence of students (Suroso, 2004). 

In addition to modules, the Learning Implementation Plan (RPP) also becomes important, related to 

efforts to improve the quality of learning. RPP is important because its contents are a form of learning 

procedures and management to achieve the basic competencies set out in the content standards 

(curriculum standards). As it is known that the main function of the lesson plan is to create the 

effectiveness of the learning process so that it is truly following the originally planned objectives. 

The urgency of the Learning Implementation Plan can also be seen in its existence which is a general 

guideline for teachers or teachers in carrying out learning to their students, because it contains detailed 

instructions, meeting after meeting, regarding objectives, the scope of material to be taught, teaching and 

learning activities, models, methods, media and evaluations that must be used. 



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Therefore, based on this Learning Implementation Plan the instructor will be able to teach systematically, 

without worrying out of the goal, the scope of the material. Furthermore, the Learning Implementation 

Plan will assist teachers in organizing standard material, as well as anticipating students and the problems 

that may arise in learning. 

Learning Implementation Plans that serve as guidelines for teachers in learning, as well as for students 

will be very helpful in determining the direction of the objectives to be achieved and how to achieve them. 

Thus the teacher can maintain the situation so that students can focus attention on the learning that has 

been programmed. Thus without a Learning Implementation Plans a teacher will experience difficulties 

because it is like going somewhere where they walk without guidance and will surely get lost. As it is 

known that in the Learning Implementation Plan contains various components and each component has 

their respective roles so that it is like a system that complements each other, even one component that is 

not functioning properly then the other components will be affected. The components in question include 

basic competencies (KD), standard materials, models. learning methods, learning media, learning 

resources, and study time. Thus, the Learning Implementation Plan is essentially a system that consists of 

components that are interconnected and interact with one another and contain steps for its 

implementation to achieve learning objectives. 

Table 3, as previously described shows that the application of the Inquiry Learning (IL) model affects 

improving student learning outcomes in the Kitchen Tools course. This indication can be seen from the 

ANACOV test what is the average student learning outcomes. in the kitchen equipment test post in the 

experimental class (82.5) higher than the control class (75.6). Likewise, the application of the Inquiry 

Learning (IL) model affects increasing students’ creative thinking abilities. 

The improvement of students’ creative thinking is a maximum result of a learning process, and it is very 

important that students have to develop various kinds of innovations so that they will never run out of 

mind in facing various problems and are skilled at finding solutions and making decisions. That means 

creative thinking is one of the provisions for someone to someday become a leader because the key to 

leadership is decision making (Wirawan, 2013). 

Creative thinking has become an urgent matter because success in dealing with problems begins with 

creative thinking. Therefore creative thinking needs to be trained from an early age through habituation 

consistently. This was confirmed by Judkins (2015); Sunarto (2015). Improvement of Creative Thinking 

Students will grow in children when they are trained, accustomed from childhood to explore, inquiry, 

discovery, and problem-solving. Furthermore, Syamsidah (2018) states that “the model of 

problem-based learning and inquiry learning models can improve the ability to think creatively meaning 

to increase the score of students’ ability to understand problems, fluency, flexibility, and novelty of 

problem-solving”. 

The description above implies that creative thinking is not only related to mindset but also creativity is 

related to decision-making skills. Every human being has the potential to think creatively, only that 

potential can developif trained early and developed through educational institutions, especially in 



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learning that is specifically designed for it. The IL learning model as previously described is one of the 

models that can affect student learning outcomes improvement while at the same time affect students’ 

creative thinking abilities. 

 

5. Conclusion 

1) A learning tool with a valid, effective, and practical Inquiry model has been obtained that can improve 

students’ creative thinking skills. This can be seen in the application of the Inquiry Learning (IL) model 

that affects improving student learning outcomes in the Kitchen Tools course. This indication can be seen 

from the ANCOVA test where the average student learning outcomes. in the kitchen test subject post in 

the experimental class (82.5) higher than the control class (75.6). 

2) Has produced learning tools in the form of Inquiry Learning Implementation Plan Learning Model 

(RPP IL), modules/textbooks with Inquiry Learning model (IL), Inquiry Learning model guide book 

(BPMIL) invalid, effective and practical Kitchen Tool courses. This can be seen in the application of the 

Inquiry Learning (IL) model to influence the improvement of students’ creative thinking abilities. This 

indication is shown from the ANCOVA test where the average student learning outcomes at the kitchen 

equipment test post. In the experimental class (89.2) higher than the control class (84.3) 

 

Acknowledgments  

Thank you to (1) Minister of Education and Culture for providing top applied research grants for Higher 

Education, (2) Chancellor of Makassar State University who has provided facilities, (3) Chairperson of 

the Institute for Research and Community Service who has provided facilities, referrals starting from 

research proposals up to reports and research outcomes. 

 

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