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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 1, No. 2, August 2020: 104-111 

©2020 Studies in Learning  
and Teaching 

 

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The Improvement of Critical Thinking Skills of Primary School Students 
Through Guided Inquiry Learning Models with Integrated Peer 

Instructions 

*M A Ahaddin1, B Jatmiko2, Z A I Supardi2 
1Primary Education Study Program, Postgraduate Program, Universitas Negeri Surabaya, Surabaya 60213, Indonesia 
2Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya 60231, 

Indonesia 

Article Info  ABSTRACT 

Article history: 

Received 21, August 2020 
Revised 23, August 2020 
Accepted 30, August 2020 
Available Online 31, August 2020 

This research aims to describe the improvement of critical thinking 
skills of primary school students in the learning model of teaching 
Inquiry integrated peer instruction. A research sample is a Grade 5 
primary school student with a total of 40 students. Research methods 
use experimental research with one group pre-test and post-test 
design. Data collection techniques using tests. The data analysis 
technique uses statistic inferential. Based on the results of the 
calculations using N-Gain, it is gained that there is an increase in the 
critical thinking skills of primary school students, i.e. 12 students 
gained a high upgrade category and 28 students gained a moderate 
upgrade category. In addition, it is obtained that students experience 
the guidance of learning both individually and in class. The result of 
guided Inquiry model integrated peer instruction provided effect so 
that there has been an improvement of critical thinking in primary 
school students. Further research is expected that all students can 
obtain high increases. 

 

Keywords: 

Critical thinking skills 
Guided inquiry learning models 
Peer instructions 

 
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INTRODUCTION 
The ability of critical thinking is a sensible reflective thinking ability or based on reason to 
determine what is to be done or believed (Ennis, 1996). Critical thinking skills are a way of 
thinking about things, substance, or any matter, where thinkers can improve the quality of his 
thinking by skillfully dealing with the structures inherent in thinking and applying the 
intellectual standards in them (Fisher, 2014). Corich expressed critical thinking is seen as an 
important skill for survival in the 21st century and education experts agreed, that encouraging 
learners to think critically is an important requirement of the education system (Corich, 2011). 

The study results of the Programme for International Students Assessment (PISA) Average 
Indonesian score in the year 2012 to year 2015 increased, namely in science and mathematics as 
much as 11 points, and read 1 point. Although the average score achievement of Indonesian 
Students for science, reading, and mathematics was ranked at 62, 61, and 63 of the 69 countries 
that were evaluated but this increase showed that the more the world of education in Indonesia. 
Based on the assessment of PISA in 2015, especially in the field of science, the assessment on 
belief about the nature and origin of scientific knowledge still felt less because it is only 16%. 
This suggests that Indonesian students lack the ability to integrate information, draw 
conclusions, and generalize knowledge that has to other matters, the ability to research the 
development, critical thinking, explaining and applying scientific to science in various complex 
situations. 

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A learning model that is expected to train students to develop their critical thinking skills is 
the model of the inquiry of peer instruction integration. Inquiry learning can develop a scientific 
way of thinking that puts learners as learners in solving problems and acquiring knowledge 
that is research that can understand the concepts of science (Anjarwani, et al, 2020). According 
to Kuhlthau, et al (2015), inquiry is an approach in learning that expects learners to find and use 
various sources of information and ideas to improve learners' understanding of the topic of 
problems or need more than just answering questions or getting the right answers. According 
to Lee (2007), the learning of guided inquiry to provide students with opportunities and 
learning experiences. Student peer instruction learning is expected to optimize the evaporation 
of the concept by thinking and discussing with a fellow friend. The research results of Nicol, et 
al. (2003) shows that peer instruction learning is more effective than learning class discussions. 
A rich learning environment with peer discussions can develop the skills of critical thinking and 
deep concept mastery in learners (Anderson, 2001). 

The successful implementation of the model of inquiry guided the integration of peer 
instruction in classroom learning is interesting for researchers to examine how the improvement 
of critical thinking skills through guided inquiry learning models with integrated peer 
instructions in Natural Science subject matter. Based on the description behind this research, 
researchers are encouraged to conduct research titled "The Improvement of Critical Thinking 
Skills Student of Primary School Through Guided Inquiry Learning Models Integrated Peer 
Instructions.” 

RESEARCH METHOD 
This research uses pre-experimental with One Group Pre-Test and Post-Test Design. 
Observations carried out before the experiments (O1) were called pre-test, and observations 
after the treatment (O2) were called post-test. This research uses the following design research: 

O1 X O2  (Arikunto, 2014) 

Where: 
O1: Pre-test 
O2: Post- test 
X: Teatment of Guided Inquiry Learning Models with Integrated Peer Instructions 

This research was carried out based on the following steps:  
1. Preparation, in this step the researcher developed teaching materials which include syllabus, 

lesson plans, student learning materials, student activity sheet, and the critical thinking skills 
test. Learning materials and instruments that have been compailed, further validation by 
experts. 

2. Implementation, in this stage is carried out four times face to face. Pre-test was given before 
treatment while post-test is given after treatment. The result of the pre-test and post-test are 
then done N-gain test and doing. Hypothetical tests are conducted to determine the 
significance of the effect of treatment on results. 

The researcher designed the teaching material dan instruments and gave them to experts 
to evaluate. Two experts assessed them in validation’s sheets in the form of value and gave 
suggestions and criticism. Analysis of data from the learning materials and instrumen 
validation was obtained through the values on the expert validation questionnaire sheet. The 
results of validation of teaching material and instrument are declared valid and feasible to use. 

From the results of pre-test and post-test data obtained by learners and then analyzed by 
using N-Gain to know the critical thinking of learners after using teaching material with guide 
inquiry models integrated f peer instruction. 

 

N-Gain = 
Spost−Spre

Smax−Spre
   (Hake, 1999) 

 

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Description: 
Spost = Value of post-test 
Spre = Value of pre-test 
Smax = Maximum values 
Then N-Gain calculation results are then converted with the criteria in Table 1. 

Table 1. N-Gain Criterion 

N−Gain Score Normalized Gain 

0.70 < N – Gain High 

0.30 ≤ N – Gain ≤ 0.70 Moderate 

N−Gain < 0.30 Low 

 
Significance of improving critical thinking skills is obtained from hypothesis testing using t-
tests with the condition that the analyzed N-gain data should be normally distributed. The 
formula is: 

t-test = 
d
𝑠𝑑

√𝑛

  (Arikunto, 2014) 

Where: 
d : Average value of the difference between paired observations 
sd : Standard deviation of differences between paired observations 
n : Number of samples 
This t test will be able to know the significance of improving students' critical thinking skills. 

RESULTS AND DISCUSSION 
The validation of teaching material and instrument aims to assess valid and feasilibity produce 
learning material by experts. The learning material that are validated are the syllabus, lesson 
plan, student learning materials, student activity sheet, and critical thinking skills tests. The 
results of the validation of learning materials and instrument are as follows: 

Table 2. Validation Results 

Device Score Reliability Category 

Syllabus 3.96 99% valid & reliable 
Lesson plan 4.14 96% valid & reliable 
Student learning materials 3.82 91% valid & reliable 
Student activity sheet 4.00 96% valid & reliable 
Critical thinking test 4.08 98% valid & reliable 

The purpose of the validity of this learning device is to find out how much the accuracy of 
the measuring instrument of the study of the actual content to be measured. The result shows 
that all material and instrument are valid and reliable to be used in the learning process. 
assessment of learning devices and instruments measured based on validation results (Nieveen, 
2013). 

The students' critical thinking skills can be obtained by comparing the students' pre-test 
and post-test results using normalized gain (N-Gain). A general learner's critical thinking skills 
can be seen in Figure 1. 

 
Figure 1. Critical Thinking Skills of Student’s 

12

28

0
0

10

20

30

H I G H M O D E R A T E L O W

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Figure 1 obtained data that from 40 learners who take critical thinking tests there are 12 learners 
who acquire high categories and 28 learners who acquire a moderate categories. 

The increased learning outcomes of student knowledge after the implementation of the 
guided inquiry learning models integrated peer instructions shows that the stages in the 
learning are able to help learners to contract the concept so as to increase the power of the 
concept accommodation. The high value of learning outcomes and individual and classical 
results are supported by an excellent student response to guided inquiry learning model with 
integrated peer instruction. In line with the research of Wulandari (2013) stating that learning 
with an inquiry model can positively influence the academic success of students and can 
develop critical thinking skills. Whether the student's response to learning remains a 
meaningful input for improved learning quality. 

In the knowledge aspect of science, learners need to capture a number of important 
concepts to understand specific natural phenomena and changes that occur as a result of human 
activity (Ratumanan, 2015). The results of N-Gain shows that almost all learners who have 
increased critical thinking skills after learning through the model of peer instruction are guided 
by the integration, which are as many as 28 well-categorized learners and 12 high-level learners. 
The increase in the results of the N-Gain calculation suggests that the learning model of inquiry 
guided the integration of peer instruction is effective in enhancing the learners' critical thinking 
skills on the heat transfer material. The learners' critical thinking skills can develop well if the 
teacher is able to create a comfortable learning environment that allows learners to interact and 
discuss (Basri, et al, 2007).  

The following will be presented table 2 which is a result spread of students' critical thinking 
skills based on indicators of critical thinking skills: 

Table 3. The Spread Indicator of Critical Thinking Skills 

No Indicator Pre-test Post-test N-Gain Category 

1 Interpretation 120.0 177.5 1.00 High 
2 Analysis 105.0 167.5 0.86 High 
3 Evaluation 107.5 165.0 0.82 High 
4 Inference 100.0 147.5 0.61 Moderate 
5 Explanation 102.5 162.5 0.80 High 

Based on table 2, there are four indicators that acquire high N-Gain value, which is in 
indicator of interpretation, analysis, evaluation, and explanation, while one indicator gets N-
Gain value in moderate categories, which is inference. In the inference indicator, divided into 3 
sub-indicators are questioning evidence, complaining of alternatives, and draw conclusions. In 
this indicator increases the moderate value of the upgrade, it is likely because the students are 
still difficult in digging evidence, choosing an acceptable solution, and drawing conclusions. 

The test of critical thinking skills referred to the indicators of critical thinking put forward 
by Facione (2011) which includes the ability to analyze, evaluate, explain, inference, and 
interpret. The critical thinking ability test was carried out twice before and after learning. In this 
study, the researchers took five indicators to describe students' critical thinking skills. These 
include skills of analysis, evaluation, interpretation, inference, and explanation. That indicator 
was chosen because its result of preliminary research is still low and easily observed and easily 
measured. 

Table 4. Paired T-Test Result 

Paired Samples Test 

 

Paired Differences 

t df Sig. (2-tailed) 95% Confidence Interval of the Difference 

Lower Upper 

Critical 
Thinking Skills 

-3.074 -2.626 -25.757 39 .000 

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The p-value < 0.05, it can be seen that there is a significant difference between the pre-test 
and post-test values, with a negative t value, which means that the H1 region is accepted on the 
left, where the post-test value is better than the pre-test value.  With these results, it can be 
concluded that there is a significant increase in the critical thinking skills of students who are 
trained through learning with guided inquiry models integrated Peer Instruction. This finding 
is in line with Martin (2012) which states that students who are taught science by using inquiry 
in primary school can develop literacy skills in science, 92 independent thinking, critical 
thinking, and problem solving. research according to Almuntasheri, (2016) which states that 
guided discovery learning can increase student understanding rather than learning done in the 
usual way.   

In line with the research of Pratiwi, et al. (2019) stating that The hypothesis test used T-test, 
that was the independent sample T-test by looking up the score of Ttable on the rate of sig 0.05 
for the science process skill and it gained Tcount > Ttable (18.846 > 1.669), while the learning 
process gained Tcount > Ttable (8.465 > 1.669) and could be concluded that the guided inquiry 
model integrated with peer instruction can improve student’s science process skill and learning 
achievement compared to the conventional method. The research results of Seranica, et al. 
(2018) stating that Data on critical thinking skills were collected through the description test and 
analyzed using the ANCOVA test at 5% significance level and The results of the analysis 
obtained a significance value of 0.00 < 0.05 indicating that there is a significant influence of 
guided inquiry model on the critical thinking skills Thus, it can be concluded that the guided 
inquiry model significantly influences the critical thinking skills of learners. According to 
Panjaitan, Nur, & Jatmiko (2015), another factor influencing student responses to classroom 
learning is the relationship between teachers and students. Students who feel close to the 
teacher will tend to play an active role in classroom learning activities. To build a good 
relationship with students, the teacher's way of speaking and acting must reflect as a teacher 
who respects and accepts the situation of students. The teacher must also ensure that each 
student gets the same treatment. So that students during the learning process give a positive 
response to the activities and updating the learning model carried out in class. The same thing 
also expressed by Vygotsky (Trianto, 2011), the learning process will occur if the child work or 
hand let asks that have not been studied, but the task is still within their reach is called the zone 
of proximal development. Thus, the more active the students handle the tasks of learning, the 
more effective the learning is done. This is reinforced by the constructivist theory of Piaget 
(Sugiyono, 2009), emphasizes the importance of the activities of learners to actively construct 
their own knowledge, such as the activities of learners in processing materials, work on the 
problems, make conclusions, and formulate a formula with their own words which are 
indispensable activity so that learners can build knowledge. 

The research results of Rodzalan (2015) on the perception of critical thinking and problem 
solving skills among Malaysian Undergraduate Student concluded that the ability to solve 
problems and critical thinking can be achieved when learners make their own decisions in 
resolving the problem namely through investigations so that they are creative and innovative in 
solving problems, Alameddine & Ahwal (2016) on inquiry based teaching in literature 
classrooms gives the conclusion that the model based on inquiry teaching tools improve 
learning outcomes and achievement of learners, research on Pratiwi, et al (2019) on the impact 
of guided inquiry learning models with integrated peer instructions towards science process 
skills and physics achievement provides the conclusion that the guided inquiry learning models 
with integrated peer instructions can improve the skills of the science process and student 
learning performance compared to conventional methods, research on Pitasari (2017) on the 
development of learning tool model of instructional inquiry style and motion material to 
improve critical thinking skills primary school students. The results showed that learning 
devices were valid, lesson plan's reliability and student activities were practically stated. There 
is an increase in the skills of critical thinking and on the response of well-categorized learners, 

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so expressed effective, Sriarunrasmee, et al. (2015) on the learning model using Virtual Field 
Trips (VFTs) with the learning of inquiry and the critical thinking process improves the learning 
outcomes of science stating that the results of the science learning value post-test significantly 
higher than pre-test at the significance level of 0.05 so that it proved that the model of learning 
using Virtual Field Trips (VFTs) with enquiries learning and critical thinking process was able 
to improve learning outcomes Science, results of research Kurniawati (2014), said the results 
showed that the critical thinking skills of learners learning with learning inquisers guided the 
integration of peer instruction higher than the learning inquisenvy of guided and conventional 
learning, and research Greenwald and Quitadamo (2014) about a maind of their own: using 
inquiry based teaching to build critical thinking skills and intelectual engagement in an 
undergraduate neuroanatomy course concluded that there was an increase in the students' 
critical thinking skills with the application of an inquisated learning model compared to a direct 
learning model. The improvement in student test scores is supported by the opinion of 
Vygotsky that cognitive changes in students occur if concepts that have been previously 
understood are processed through an imbalance stage to learn new information (Yilmaz, 2011). 

The guided inquiry learning models with integrated peer instructions on each of its stages 
are able to insert aspects of critical thinking and give more meaning in learning so as to provide 
high quality learning in the aspect of critical thinking. The stage of the guided inquiry learning 
models with integrated peer instruction is able to create a learning atmosphere that is oriented 
to explore the ideas of learners. Exploration of the student's idea will be to control their 
understanding of the concept so that the important aspects of learning will be mastered by the 
learners. The guided inquiry learning models with integrated peer instructions is a change that 
aims to emphasize the most important aspects of learning. This is supported by research 
conducted by Aditomo & Klieme (2020) that inquiry based models had a positive impact on 
student learning outcomes because of student-centered learning. 

CONCLUSION 
Based on the findings of the data, the students are said to be completed individually and 
classifying, and there are increased critical thinking skills of 12 students with high increase 
category and 28 students with moderate upgrade category. The result of paired sample t-test 
showed significant value at α < 5% (0,05) so that H0 is rejected and Ha is accepted, it means the 
equipment by guided inquiry learning model with integrated peer introduction provided big 
effect toward increasing the skill of critical thinking of primary student. The improvement of 
critical thinking skills of primary school students in the learning model of teaching Inquiry 
integrated peer instruction with contextual approach is expected to support student to achieve 
their success in the future. They needed guidance and pedagogical support to become 
accustomed to critical thinking. The implication of this research is that the learning model of 
teaching Inquiry integrated peer instruction with contextual approach can be an innovative 
solution to improve critical thinking skills, yet there is still a need for repetition. To strengthen 
the result of this research, it is necessary to do further research in other relevant materials and 
in various education levels. Further research is expected that all students can obtain high 
increases categories. 

ACKNOWLEDGEMENTS 
The author thanked all the academic civitas of the University of Muhammadiyah Sidoarjo and 
all Friends in Elementary Education program study, Surabaya State University for all the 
motivation and encouragement in completing this article. 

 

 

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Author (s): 

* Muhammad Alim Ahaddin (Corresponding Author) 
Primary Education Study Program, Postgraduate Program 
Universitas Negeri Surabaya, 
Jl. Rektorat Unesa, Lidah Wetan, Kec. Lakarsantri, Surabaya 60213, Indonesia 
Email: mohammadahaddin16070855020@mhs.unesa.ac.id 

 

Budi Jatmiko 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: budijatmiko@unesa.ac.id 

 

Zainul Arifin Imam Supardi 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: zainularifin@unesa.ac.id 

 

https://doi.org/10.46627/silet.v1i2.39
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.21067/mpej.v3i2.2768
https://doi.org/10.1016/j.sbspro.2015.01.425
https://doi.org/10.9790/7388-0801022831
https://doi.org/10.1016/j.sbspro.2015.07.226
http://repository.upi.edu/id/eprint/672
https://doi.org/10.1080/00098655.2011.568989
mailto:mohammadahaddin16070855020@mhs.unesa.ac.id
mailto:budijatmiko@unesa.ac.id
mailto:zainularifin@unesa.ac.id

