















































 
 
  

 

45 
 
 

p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 3, December 2021: 45-60 

©2021 Studies in Learning  
and Teaching 

 

Studies in Learning and Teaching 
Homepage: https://scie-journal.com/index.php/SiLeT 
Email: silet@scie-journal.com 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in 
Science Subjects 

*A S Ramadani1, Z A I Supardi1, Tukiran1, E Hariyono1 
1 Science Education Study Program, Postgraduate Program, Universitas Negeri Surabaya, Indonesia 

Article Info  ABSTRACT  

Article history: 

Received November 10, 2021 
Revised November 16, 2021 
Accepted November 16, 2021 
Available Online December 30, 2021 

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. 

Keywords: 

Analytical thinking skills 
Inquiry-based learning 
Science subjects 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
Education in the 21st century has a huge role in the face of an increasingly rapid globalization 
era. The purpose of implementing education in the 21st-century era is expected to be a tool or 
instrument that can help in increasing human knowledge. The hallmark of 21st-century 
education is using the value of knowledge in all its aspects (Mukhadis, 2013). Currently, 
Indonesia is implementing the 2013 curriculum, which aims to create Indonesian society in 
facing the 21st century and excelling in the science field. In 21st century education, there has 
been a paradigm shift in learning which is one of the characteristics of the 2013 curriculum. 
There is a change in the object as a learning center where previously teacher-centered learning 
become a student-oriented and student-centered learning system. Science learning is a process 
of learning activities that link experience with specific skills, concepts, and principles in a 
learning process (Ekapti, 2016). Science is a field of study that emphasizes students so that they 
can be active throughout the implementation of learning and be able to process the information 
obtained to facilitate students in learning understanding in mastering a concept (Qomariya et 
al., 2018). In addition, science learning is also taught to recognize and understand problems and 
find solutions to solve these problems (Fadilah. MS et al., 2020). So it takes the ability to think 
analytically. 

Science learning is taught about knowledge in the form of facts, concepts, and laws and is 
also taught to recognize, understand, and solve problems carried out by students. To solve a 

http://u.lipi.go.id/1586183902
http://u.lipi.go.id/1587708325
https://scie-journal.com/index.php/SiLeT
mailto:silet@scie-journal.com
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.46627/silet


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

46 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

problem, a student needs good analytical thinking skills (Nilah & Roza, 2020). These thinking 
skills are obtained from thinking creatively, critically, and analytically. Analytical thinking 
involves breaking down material into small pieces, determining the relationship between each 
component and the other factors, and paying attention to the overall structure (Astriyani et al., 
2017). Expertise in analytical thinking is needed to face life in the 21st century (Setiawaty et al., 
2019).  

Students are said to have analytical thinking skills if they can find various problems, 
describe these problems, different unrelated problems, and form links between issues that have 
the same concept to find appropriate solutions to each situation (Fitriani et al., 2021). Analytical 
thinking skills are also closely related to problem-solving so that with analytical thinking skills, 
students will readily identify and solve a problem. Analytical thinking skills are fundamental 
for students to understand information or concepts in-depth, detail, and connect each 
information or idea. 

The analytical ability of students in science subjects tends to be below, based on research 
conducted by Trends in International Mathematics and Science Study (TIMSS) also research by 
the Program for International Students Assessment (PISA).  To be known from research 
findings from PISA in 2018, the scientific ability of students in Indonesia has a score of 396 and 
is ranked 71 out of 79 countries (OECD, 2019). The results of a study from TIMSS in 2015 
Indonesia ranked 46 out of 51 participating countries. Meanwhile, in 2019 Indonesia did not 
participate in the survey conducted by TIMSS. Dinni (2018) argued that PISA encourages 
learners to think and act logically and be guided in solving a problem. So it takes skills in 
reviewing and evaluating to be able to solve the conditions of the problems faced. Based on the 
data from the two studies, it can be concluded that students' achievement of students in science 
is still low, especially in the ability to think analytically. 

Students must be accustomed to solving and solving analytical problems so that students 
have good analytical thinking skills (Ilma, 2017). The ability to think analytically can be trained 
as early as possible for students to be accustomed to thinking analytically. Following the theory 
put forward by Jean Piaget, which states that children in the age range of 11-13 years, namely at 
the junior high school level, are in the concrete operational stage (Santrock, 2013). At this stage, 
students can identify tangible things but have not been able to identify abstract things. 

Students will have good analytical thinking skills if they can adequately train them through 
learning models and strategies. A teacher must be able to determine appropriate learning 
strategies and models to facilitate analytical thinking skills. However, science learning in 
schools only teaches theoretical concepts and is insufficient to prepare students’ analytical 
thinking skills (Setiawaty et al., 2019). So it is necessary to have a model or learning device to 
facilitate analytical thinking skills that are appropriate in terms of material and abilities to be 
achieved by students. One of the learning models that can improve analytical thinking skills is 
inquiry (Qomariya et al., 2018). Inquiry-based learning involves students actively seeking, 
finding, and investigating knowledge with confidence (Kusdiastuti et al., 2016). Based on the 
explanation above, it is known that analytical thinking skills are essential for students, so a 
strategy is needed to be able to facilitate and support improvement in thinking analytically to 
students. Based on these researches was carried out to find out the approach that needs to be 
carried out to enhance students' analytical thinking skills, both using models and learning tools. 

RESEARCH METHOD 
The type of research used in this research is library research. While the strategy used in this 
study is a qualitative research strategy. The definition of qualitative research is research on 
natural objects, where the researcher is the key instrument, the data analysis is inductive or 
qualitative, and the research results emphasize generalization. The natural object in question is 
an object that is as it is and is not manipulated by the researcher either before, during, or after 
the research takes place. The method of data collection in this research is the method of 
literature study or literature review. 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

47 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Sources of data in this study were obtained from various journals or articles that can be 
accounted for nationally and internationally regarding inquiry learning models and inquiry-
based learning tools that can help improve analytical thinking skills. Data collection is done by 
searching, collecting, and reviewing topics following research from various journals or articles 
that can be accounted for nationally and internationally regarding inquiry learning models and 
inquiry-based learning tools that can help improve analytical thinking skills. After the data is 
collected, then the next is the process of analyzing the data. Data analysis was carried out to 
obtain valid data following the research conducted. After the data is collected, the next step is 
data analysis. The method used is the descriptive method. The descriptive analysis technique is 
a research technique where information that has been collected will be compiled and analyzed 
to obtain clear and valid research data. 

 
Figure 1. Research Flowchart 

RESULTS AND DISCUSSION  
Articles are obtained from the results of selection and selection as well as adjustments to this 
research, namely the ability to think analytically and inquiry-based learning. The following is a 
table regarding research that discusses the relationship between analytical thinking skills and 
inquiry-based learning. 

Table 1. Profile of Analytical Thinking Skills Through Inquiry-based Learning in Science Subjects 

No Journal/Article Journal Review 

1 (Sartika, 2018) Research result : 
Several learning models that can help improve analytical thinking skills include 
guided inquiry models, problem-based learning, group investigation, context-based 
learning, and analytical thinking skills training models. 
Research weakness : 
This research is only a literature study, and it is not explained how effective the 
learning model is to improve analytical thinking skills. 
Research recommendations : 
Conduct research on the effectiveness of one learning model or learning strategy by 
applying it to the learning process to improve analytical thinking skills. 

2 (Wahyuni & 
Analita, 2017) 

Research result : 

• Laboratory inquiry-based learning is carried out for 3 cycles. The average 
percentage of learning in cycle 1 got 79% with a very good category. In cycle 2, 
the average percentage of learning is 86% in the excellent category. And the 
average percentage of learning in cycle 3 is 89% in the excellent category. 

• Guided inquiry with an experimental laboratory model able to make students' 
skills in analytical thinking increase, as seen from the n-gain score obtained, 
which is 0.03 with low improvement criteria. 

• The p-values of the paired t-test for pretest and post-test were 0.113 and 0.561, 
respectively (Sig. (2-tailed) > 0.05). It means that the measurement results are 
not significant and showed no difference in terms of students' analytical 
thinking skills in the implementation of cycles I, II, and III. 

Research weakness : 
Laboratory inquiry-based learning can improve analytical thinking skills. But the 
increase is only in the low category. 
Research recommendations : 
Further research is needed on laboratory inquiry-based learning, and more 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

48 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

No Journal/Article Journal Review 

preparation is required to conduct laboratory inquiry-based learning to improve 
analytical thinking skills effectively. 

3 (Qomariya et al., 
2018) 

Research result : 

• The average value of the analytical thinking pretest in the control class got a 
score of 28.18, and the pretest in the experimental class got a value of 29.28. 

• The results of the scores based on the analytical thinking skills of the 
experimental class students after going through the implementation of guided 
inquiry learning with the pictorial riddle model were better than the control 
class, 77.69 and 68.14. The average percentage of post-test scores for each 
indicator of analytical ability for the control class is 69.3% and for the 
experimental class is 76%. 

Research weakness : 
Research on the effectiveness of the pictorial riddle method in guided inquiry 
learning was only carried out on a small scale, that is, there are two classes, namely 
the control class and the experimental class. So it is not known the level of 
effectiveness of the learning method on a wide scale. 
Research recommendations : 
Research needs to be done on a broader scale, for example, in a school. It is 
recommended that the pictorial riddle learning method in guided inquiry learning is 
an alternative learning method used in the learning process to train analytical 
thinking skills and conduct further research, for example, in other subjects or 
different levels of education, for the quality of education in Indonesia which is 
getting better and developing. 

4 (Fakhrurrazi et 
al., 2019a) 

Research result : 

• The mean values of the pretest and posttest in the control class were 45.33 and 
59.67. While the average value of pretest and posttest in the experimental class 
is 46.22 and 83.11. 

• The interactive demonstration-based inquiry module was declared quite effective 
In improving students' analytical thinking, which indicated an average n-gain 
score of 68.52% and the calculation of the independent sample t-test, the value 
of sig (2 tailed) was less than 0.05, which is 0.000 <0.005, which means that 
between the experimental class and the control class, it is proven that there is a 
significant difference between their cognitive learning outcomes. 

Research weakness : 
The effectiveness of the interactive demonstration inquiry-based module needs to be 
carried out on a small scale, namely in 1 control class and 1 experimental class. 
Research recommendations : 
Testing the effectiveness of the interactive demonstration inquiry-based module 
needs to be carried out on a broader scale. And it is necessary to research the 
development of interactive demonstration inquiry-based modules on different 
materials, subjects, and levels of education. 

5 (Fakhrurrazi et 
al., 2019b) 

Research result : 

• The feasibility test of the interactive demonstration-based inquiry module was 
carried out using validating material aspects by experts, validation of 
development aspects by experts, validation of aspects of learning tools by 
experts, and validation of aspects of problem development by experts. 

• The motion system module in humans based on interactive demonstration of 
inquiry obtained a validation score of 92.7 from material experts in the very 
feasible category, module development experts at 91.8% in the very feasible 
category, learning device experts at 96.7% in the very feasible category, 
linguistic and readability experts were 93.7% in the very decent category, and 
cognitive development experts at 91.5% in the very decent category. 

Research weakness : 
The interactive demonstration-based inquiry module was only tested for its 
feasibility by validation methods by several experts. The interactive demonstration-
based inquiry module was not tested for its effectiveness on a small sample or a 
large sample, so it is not known how effective it is to improve analytical thinking. 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

49 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

No Journal/Article Journal Review 

Research recommendations : 
It is necessary to test the effectiveness of the module on a small or large scale. 

6 (Rosadi et al., 
2018) 

Research result : 

• The n-gain score in the control class is 0.5 and the n-gain score in the 
experimental class is 0.6. 

• The results showed that the level of students' analytical thinking increased as 
indicated by the n-gain value. For the control class, there were results of N-gain 
scores in the low category of 6.7% of students, followed by those with N-gain 
scores in the medium category of 83.3% of students, and those with N-gain 
scores in the high category of 10% of students. In the experimental class, 70% 
of students got n-gain scores in the medium category and another 30% in the 
high category. Based on this, it was concluded that students' analytical 
thinking skills differed after learning with the Process-Oriented Guided Inquiry 
Learning (POGIL) method. 

Research weakness : 
The test of the effectiveness of the POGIL method in learning was only carried out 
on a small scale sample, namely 1 experimental class and 1 control class. 
Research recommendations : 
It is necessary to test the effectiveness of the POGIL method on a large scale. 

7 (Sartono et al., 
2018) 

Research result : 

• In this study, there are 2 experimental classes, namely 1 experimental class 
using POGIL learning and 1 experimental class using discovery learning. 

• the results obtained in the experimental class using discovery learning the 
average posttest value is 74.7 and the posttest average value in the experimental 
class using POGIL learning is 72.13. Meanwhile, the average posttest score in 
the control class was 62.27. 

• The learning implementation score in the experimental class was higher than 
the control class, namely 95.84 for discovery learning, 93.89 for POGIL, and 
88.09 for the control class. 

• The test results with one-way ANOVA, it was concluded that POGIL and 
discovery learning affected students' analytical thinking skills. 

Research weakness : 
The study was only conducted on a small-scale sample. 
Research recommendations : 
It is necessary to test the effectiveness of the POGIL method and discovery learning 
on a large scale. 

8 (Annisa et al., 
2016) 

Research result : 

• The value of students’ analytical thinking skills in pre-cycle, cycle 1, cycle 2, 
and cycle 3 are 45.34; 61.64; 70.06; and 74.02. 

• The application in learning with the guided inquiry model found an increase in 
students' analytical thinking skills, which was 28.68%. 

Research weakness : 
The study was only conducted on a small-scale sample. 
Research recommendations : 
The guided inquiry-based learning model can be used as an alternative model that 
can be used to help improve analytical thinking skills. It is necessary to apply an 
inquiry-based learning model to other subjects and levels of education to help 
students at all levels enhance analytical thinking. 

9 (Puspita et al., 
2018) 

Research result : 
In the experimental class students with a gain score of more than 26 there are 16 
students, while at intervals 1-5, there are no students at all. Based on these results, 
it can be stated that the gain score in the experimental class obtained a higher value. 
In this case, it is assumed that the post-test and pretest had a significant increase in 
students who were in the experimental class. While the gain score in the control 
class was evenly distributed but did not experience a significant increase in value as 
in the experimental class.  
Research weakness : 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

50 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

No Journal/Article Journal Review 

Testing the effectiveness of the observation-based inquiry learning model is only 
done on a small scale. 
Research recommendations : 
The observation-based inquiry learning model can be utilized and used alternative 
models that can be used to help improve analytical thinking skills. It is important in 
implementing an inquiry-based learning model to other subjects and levels of 
education to help students at all levels enhance analytical thinking. 

10 (Weaver et al., 
2016) 

Research result : 

• Feedback from students after the learning took place was very positive and they 
indicated that learning with this method was needed to complete research 
projects. 

• After the learning process, it is known that the skills possessed by some students 
in the form of critical thinking, problem-solving, and analytical thinking 
achieve high results. 

• This learning method encourages students to think independently and helps in 
understanding the concepts and knowledge they have. 

Research weakness : 
The test of the effectiveness of the inquiry-based learning model was only carried out 
on a small scale. 
Research recommendations : 
It is necessary to test the effectiveness of inquiry-based learning on a large scale. 

11 (Indrayanti et 
al., 2021) 

Research result : 

• Based on the results of assessments from media experts and science teachers, 

criteria 4 < Va < 5 were obtained, which means that this guided inquiry-based 

learning module is valid and feasible to use. 

• Student assessment resulted in 12 out of 15 students stating that this module is 

suitable for learning. 

• The level of students' discourse understanding in this module is 80%, meaning 

that this module has module readability in the category of easy to learn by 

students independently. 

• The students' average environmental care attitude at meeting 1 was 83, 

meeting 2 was 88, and meeting 3 was 85. 

• The pretest and posttest scores of students' higher-order thinking skills were 
66.25 and 88.33. With an n-gain score of 0.36, the criteria are quite increased. 

Research weakness : 
The implementation of the test of the effectiveness of the guided inquiry-based 
learning module is only carried out on a small scale. 
Research recommendations : 
It is necessary to test the effectiveness of guided inquiry-based learning modules on a 
larger scale 

12 (Nisak & 
Yulkifli, 2021) 

Research result : 

• The electronic module with the HOTS integrated IBL model has gone through 
the validity and practicality test stages and obtained results with valid and 
practical criteria. The average value of the tests carried out on the electronics 
module is in a good category. There are four aspects of assessing the validity of 
the electronic module, and each gets a different validity score. Namely, the 
material aspect gets a score of 0.78, the learning form aspect gets a score of 0.80, 
the visual communication aspect gets a score of 0.78, and the software use 
aspect gets a score. 0.81. 

• The level of practicality measured is helpful, easy to use, attractive, and 
efficient. With each score in percentage and category (from the teacher) is 90.00 
(very practical), 93.06 (very practical), 96.43 (very practical), 92.50 (very 
practical), and get an average score - an average of 93.27 with an efficient 
category. While the practicum results of each student were 88.59 (very 
practical), 88.01 (very practical), 89.14 (very practical), 85.71 (very practical), 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

51 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

No Journal/Article Journal Review 

and the average score was 87.86 with the category efficient. After assessing 
practicality by teachers and students, the electronic analysis module is in the 
efficient category. 

Research weakness : 
The effectiveness of electronic module-based inquiry learning was only carried out 
on a small scale. 
Research recommendations : 
Inquiry-based modules can be used as a tool or media that can be used during the 
learning process. And more in-depth research can be done on the development of 
inquiry-based modules to be used in different subjects and levels of education. 

13 (Savira et al., 
2019) 

Research result : 

• The average feasibility test for e-modules conducted by material experts was 

82.78% in the very feasible category. 

• The average e-module feasibility test conducted by media experts was 88.81%, 

with a very decent category. 

• The average e-module feasibility test conducted by learning experts was 

80.83%, with a very feasible category. 

• The average of the feasibility test conducted by the teacher is 98.25%, with a 

very decent category. 

• The average of the feasibility test conducted by students is 92.05%, with a very 
feasible category. 

Research weakness : 
The development of the inquiry-based e-module is carried out according to the 
ADDIE development model. However, this e-module has only been tested for 
feasibility using the validity method carried out by several experts. E-modules are 
not tested for effectiveness, for example, by applying them to learning. 
Research recommendations : 
It is necessary to test the effectiveness of the developed e-module. It needs to be done 
to determine how much the module's effectiveness is to improve students' higher-
order thinking. 

14 (Fitriyati et al., 
2017) 

Research result : 

• The device developed is an inquiry-based learning tool that gets the validity test 

results on textbooks by 87.43% and learning media by 87.31%, each of which is 

in the very valid category. 

• The average result of the trial in the small group is 80.55 with a suitable 

category for use. 

• The test result of the effectiveness of learning devices in higher-order thinking 

skills obtained an average score of 62.45 in the control class and 74.16 in the 

experimental class. 

• The test result of the effectiveness of learning devices in scientific reasoning 
obtained an average score in the control class of 4.16 and the experimental class 
of 5.23. 

Research weakness : 
Science learning tools developed in the form of textbooks and learning media were 
only tested in small groups. 
Research recommendations : 
Science learning tools developed in the form of textbooks and learning media should 
be tested in large groups such as 1 school or various schools so that it is known how 
effective science learning tools have been developed. 

15 (Purnamawati et 
al., 2017) 

Research result : 

• Higher-order thinking indicators used are the ability to analyze, evaluate, and 

create. The pretest value for each indicator is 23.13, 22.29, and 19.58. While the 

posttest value for each indicator is 77.92, 78.75, and 76.87. 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

52 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

No Journal/Article Journal Review 

• The n-gain value for each indicator is 0.70, 0.72, and 0.70 with each high 

category. 

Research weakness : 

The developed student worksheets were only tested in small groups. 
Research recommendations : 
The developed student worksheets should be tested in large groups such as 1 school 
or in various schools to determine how effective the created worksheets are. Inquiry-
based worksheets need better development to be used in the learning process and get 
better results. 

16 (Mubarok et al., 
2019) 

Research result : 

• The results of Calculations in the study showed that the experimental group 
obtained an n-gain value of 0.57 (experimental class 1) and 0.54 (experimental 
class 2). On the other hand, for the control group, the increase was 0.13 and 
both groups were shown to have a statistically significant difference in 
improvement. That means the experimental group can analyze, evaluate and 
create. 

• Using an inquiry-based laboratory can improve students' abilities which will 
benefit students' habituation in doing higher-order thinking due to 21st-
century learning. 

Research weakness : 
This research was only conducted on a small scale. 
Research recommendations : 
Further research was conducted on a broader scale. Laboratory-based inquiry 
learning can be an alternative learning method in science or other subjects to 
improve higher-order thinking skills. 

17 (Yulianti et al., 
2018) 

Research result : 

• The instrument used has been validated with reliability of 0.872. 

• The t-test found that t arithmetic was greater than t table, so it was concluded 
that the value of students' higher-order thinking skills in the experimental class 
(inquiry-based interactive demonstration model) was higher than in the control 
class (discovery learning model). 

Research weakness : 
This research was only conducted on a small scale. 
Research recommendations : 
Further research was conducted on a broader scale. Laboratory-based inquiry 
learning can be an alternative learning method in science or other subjects to 
improve higher-order thinking skills. 

18 (Mawardi et al., 
2020) 

Research result : 

• After getting treatment, using a guided inquiry-based worksheet, the 
experimental class got an n-gain score of 0.64 in experiment 1 and 0.60 in 
experiment 2. At the same time, the control class got an n-gain score of 0.58 in 
experiment 1 and 0.56 in experiment 2. 

• It can be concluded that the experimental class can analyze, evaluate, and create 
better than the control class. 

Research weakness : 
The improvement of higher-order thinking skills in the experimental class is 
included in the excellent category. 
Research recommendations : 
Further research is needed on the development of student worksheets so that they 
can produce better results. 

19 (Wafiroh, 2017) Research result : 
The validation test results from the module development experts obtained a 
percentage of 69.79% with a feasible category. The results of the student response 
questionnaire on the small class test were 82.44%, while the increase in students' 
thinking skills on the small class test obtained an N-Gain percentage of 0.67% with 
a medium increase category. The results of the student response questionnaire in the 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

53 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

No Journal/Article Journal Review 

limited class trial obtained a percentage of 82.07%. In comparison, the increase in 
students' thinking skills in the restricted class test received an N-Gain percentage 
of 0.64% with a moderate improvement category. 
Research weakness : 
This research was conducted on a small scale. 
Research recommendations : 
Further research on a large scale is needed. 

 
20 

 
(Tindangen, 
2018) 

 
Research result : 

• Data analysis has been carried out using the t-test and obtained results where t 
results are higher than t tables. Its shows that the inquiry learning model affects 
on increasing students' higher-order thinking skills. 

• The research was conducted using a control class and an experimental class. 
The results of the post-test in the control class showed that 11 students had 
good higher-order thinking skills. While in the experimental class, 30 students 
had good higher-order thinking skills. In the experimental class, learning is 
done using an inquiry-based model with the help of student worksheets. 

Research weakness : 
This research was conducted on a small scale. 
Research recommendations : 
Further research on a large scale is needed. 

The Inquiry-based Learning Model 
The inquiry-based learning model is one of the learning models that involve thinking processes 
and activities (Kidman & Casinader, 2017). Students can be trained by conducting inquiry-
based learning to develop various scientific abilities in thinking, namely observing, 
characterizing, calculating, formulating hypotheses, linking relationships, measuring, 
interpreting data, and designing experiments (Brown, 2017). Learning with an inquiry approach 
is learning that prioritizes students to be able to use and process the information obtained to be 
able to solve a given problem and not only provide the right solution but also be able to analyze 
the situation (Ahaddin et al., 2020). Inquiry-based learning is constructivism-based learning that 
prioritizes student activity in exploring and finding knowledge during the learning process. 
The teacher involves students in scientific questions or problems raised in learning so that they 
can invite students to explore, make scientific explanations by connecting knowledge and ideas 
they have, creating opportunities for students to add, apply, evaluate things that have been 
learned (Simamora et al., 2020). 

Inquiry-based learning implementation in the classroom, but there are two things that need 
to be prepared, namely determining learning objectives and identifying scientific questions or 
problems that will be raised in learning (Arends, 2012). Meanwhile, before inquiry-based 
learning begins, teachers are also required to know the knowledge possessed by students 
(Odegaard et al., 2015). The teacher is tasked with facilitating students in every phase of inquiry 
learning. The phases in inquiry-based learning are known to help students develop scientific 
inquiry skills. The steps in inquiry learning, according to (Arends, 2012) are 1) get attention and 
explain the inquiry process, 2) describe inquiry problems, 3) formulate hypotheses, 4) collect 
data material for hypothesis testing, 5) formulating conclusions, and 6) reflecting on the 
situation. Problem and the thought processes used. 

Advantages and Disadvantages of Inquiry-Based Learning 
As with other learning models, inquiry-based learning models have advantages and 
disadvantages. The advantages and disadvantages of the inquiry-based learning model will be 
described in Table 2. 

 

 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

54 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Table 2. Strengths and Disadvantages of Inquiry-Based Learning 

Strengths Disadvantages 
Can support students in increasing their higher 
thinking potential and be active in working of their 
own volition (Anam, 2015) 

Some students have not been able to use previous 
knowledge to be able to recognize and explain 
scientific phenomena given in the learning process 
independently and ideally (Asyhari & Clara, 2017) 

Cultivate an honest, objective, and transparent or 
open attitude (Anam, 2015) 

In the learning process, no learning resources or 
reading are provided for students, so it is feared 
that their knowledge will not develop properly 
(Basam et al., 2018) 

Can grow or train the skills of each student 
(Odegaard et al., 2015) 

At the investigative stage, the teacher cannot teach 
decision-making skills because, at this stage, 
students only conclude the results of data analysis 
(Rakhmawan et al., 2015) 

Devices are media used during the learning process. While learning is a teaching and 
learning activity carried out by students and teachers both inside and outside the school 
environment. Learning devices are media that teachers must own to support learning activities 
(Masitah, 2018). Meanwhile, according to Sari et al. (2020), learning tools are a collection of 
media used during the learning process by both teachers and students prepared by the teacher 
to support learning. Inquiry-based learning tools are learning tools in which scientific abilities 
are trained. Learning tools are generally in the form of syllabus, lesson plans, worksheets, 
handouts, and evaluation tools. 

Student Analytical Thinking 
Analytical thinking is a part of higher-order thinking skills and is a skill that is needed for 
students to face challenges in the 21st century (Prawita et al., 2019). Analyzing is an activity that 
involves breaking down material into smaller parts than before, determining the form of 
relationships between elements and the overall structure (Anderson & Krathwohl, 2015). 
Analytical thinking is a skill to break down information into smaller parts to provide a deeper 
explanation of the meaning of the information (Irwanto, 2017). It can be concluded that the 
formation of analytical thinking patterns is a higher-order thinking skill that involves solving 
information into smaller parts to gain an in-depth and precise knowledge of the information. 

To identify and solve a problem, students need good analytical thinking skills. Analytical 
thinking skills are one of the essential parts of the problem-solving process. With good 
analytical thinking skills, students can make appropriate decisions to solve problems, such as 
answering questions. Methods in analytical thinking are categorized, namely the process of 
distinguishing, organizing, and attributing (Anderson & Krathwohl, 2015). The purpose of 
education which is classified in the cognitive process in analytical thinking is about learning in 
sorting and determining the parts of relevant information from given information or object 
(distinguishing), determining how to organize parts or pieces of information obtained so that it 
can become the suitable set of information (organizing), and determine the purpose and point 
of view of the information (attributing). 

The level of students' analytical thinking ability can be known by measuring it using 
several indicators. Indicators of analytical thinking skills include distinguishing, organizing, 
and attribution (Anderson & Krathwohl, 2015). According to Setyani et al. (2017), the indicators 
of analytical thinking ability are interpreting information, using previous concepts and 
knowledge to solve problems, evaluating general conclusions based on the investigations 
carried out, and providing reasons why something can solve issues sensibly. Meanwhile, 
according to Wahyuni & Analita (2017), indicators of analytical thinking are formulating 
tentative assumptions, interpreting observations, integrating knowledge and experience that 
have been gained in the discussion process, formulating conclusions, and applying a concept 
that has been obtained into different problems. Based on the explanation above, it can be 
concluded that the indicators that are commonly used to measure analytical thinking skills are 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

55 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

being able to explain information by sorting and determining the part of the information that is 
relevant to the material, being able to organize the information obtained by considering the 
previous knowledge it has, and being able to determine the purpose, point of view, and 
conclusions from the information obtained. 

Analytical Thinking Skills Through Inquiry-Based Learning  
Based on the opinions of several experts, it can be concluded that analytical thinking is a HOTS 
that involves breaking down information into smaller parts to gain an in-depth and precise 
knowledge of the data. In learning science, it is essential to have good analytical thinking skills. 
With good analytical thinking skills, students can recognize and analyze a fact in detail that can 
be used to solve problems given in class. Students can have good analytical thinking skills if 
they are supported by methods, learning models, and learning tools that support them during 
the learning process (Qomariya et al., 2018). One of the learning models that can help achieve 
good analytical thinking skills is an inquiry-based learning model. There are several types of 
inquiry-based learning: confirmation inquiry, structured inquiry, guided inquiry, and open 
inquiry. In table 1, it has been explained that many studies that discuss inquiry-based learning 
can help improve students' analytical thinking skills, especially in science subjects. In table 1, it 
is known that almost all types of inquiry-based learning can improve analytical thinking skills. 
The inquiry-based learning model is one of the constructivism-based models, which means that 
this model prioritizes student activity in the learning process, such as building independent 
learning and analyzing complex information (Sartika, 2018). The independence and activeness 
of students in education are benchmarks for the success of inquiry-based learning because each 
student will have the same responsibility to contribute ideas in solving problems. 

Based on the opinion of Arends (2012), inquiry-based learning has a syntax that includes 
getting attention and explaining the inquiry process, presenting inquiry problems, formulating 
hypotheses, collecting various materials to test opinions, formulating conclusions, and 
reflecting on problematic situations the thinking processes used. Each syntax in inquiry-based 
learning supports the training of students' analytical thinking skills. In the first syntax of 
inquiry-based learning, the teacher has the task of preparing students to learn. In the second 
syntax, the teacher brings students into a form of problems presented in the learning process 
where the existence of these problems can foster an attitude of curiosity, get students to the 
material to be studied, and can invite students to explore these problems so that students can be 
active. This stage is the stage of directing students to scientific investigations and stimulating 
the sorting aspect (Annisa et al., 2016). When students observe a given phenomenon, the sorting 
element in question will think which phenomenon is relevant or not to be used as the next 
problem at the problem formulation stage. In the third syntax, namely formulating hypotheses 
whereby practicing in formulating hypotheses, students can simultaneously develop their 
thinking skills by using the knowledge they have previously to analyze the causes of problems 
(Annisa et al., 2016; Phumeechanya & Wannapiroon, 2013). At this stage, the sorting and 
organizing aspects are being trained where students will determine hypotheses that follow the 
formulation of the problem that has been proposed and involve the activity of compiling 
statements consisting of several temporary variables (Annisa et al., 2016). 

While in the fourth syntax, there are activities to collect data that can be done using 
investigation or observation to solve problems that have been given at the beginning of learning 
and test hypotheses while analyzing the data obtained. Students can understand and increase 
their knowledge by finding a new concept through these investigation activities. The ability to 
think analytically is very closely related to problem-solving activities. To facilitate analytical 
thinking, it can provide an activity that involves a problem-solving process, one of which is by 
way of investigation. In this syntax, the sorting and organizing aspects are trained, namely 
planning appropriate and systematic investigation or observation activities to solve problems 
(Annisa et al., 2016). In addition, at this stage, the organization and attribution aspects are also 
trained through data analysis activities. In analyzing data, it is necessary to have the ability to 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

56 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

break down information or data from the results of the investigation, determine the relationship 
between these data, and conclude data analysis. The fifth syntax is to formulate conclusions 
where this activity also requires a good analytical thinking ability. And the last syntax is to 
reflect the problematic situation and the thought process used. In addition to using inquiry-
based learning models, inquiry-based learning tools can also foster students' analytical thinking 
skills. Inquiry-based learning tools are learning tools that apply the syntax of the inquiry model 
in it. 

Inquiry-based learning is carried out to create interaction between students or interactions 
between students and teachers. In line with this, Vygotsky argues that a child's development 
will not be separated from activities that smell social and cultural so that children's knowledge 
can be achieved well through interaction with other people, for example, in groups (Hyun et al., 
2020). Interaction with other people will increase and develop the knowledge and cognitive 
level of students. Students need help in the learning process both from the teacher and from 
peers. With this assistance, students will move further into the nearest development zone where 
new learning occurs. This is in line with the opinion expressed by Belland (2017), which states 
that students will be motivated to learn various things with the help of others who are more 
capable, such as teachers, tutors, experts, or more capable friends. In addition, inquiry-based 
learning is one of constructivism-based learning, which emphasizes students finding their 
concepts or information, which is then transformed into more complex knowledge and revised 
if it is not appropriate (Slavin, 2015). 

During the learning process, especially in science learning, students need a good analytical 
thinking ability. Analytical skills are necessary because the final product in science learning 
does complete knowledge and can also recognize, understand, and solve a scientific problem. 
With inquiry-based learning models and tools, during the learning process, students' thinking 
abilities can be maximally involved to be able to investigate and solve a problem critically, 
analytically, creatively, and systematically with the knowledge they have either independently 
or with the help of the teacher. So that inquiry-based learning models and tools can enable 
students to apply and analyze their ability to achieve a learning goal. 

CONCLUSION 
Inquiry-based learning can facilitate analytical thinking skills because they depart from a 
scientific problem presented in the learning process. Students are trained to recognize a 
problem, formulate ways or solutions to problem-solving, seek information or concepts related 
to the problem, conduct investigations with experimental or observational activities, conclude 
the results of experiments, and communicate them through inquiry-based learning and learning 
tools. In each syntax in inquiry-based learning, analytical thinking indicators are trained to train 
analytical thinking well. The research recommendation from the researcher is to develop a 
learning model and learning tool that can specifically teach analytical thinking skills where each 
syntax can pay attention to and train the indicators used to measure analytical thinking skills. 

REFERENCES  
Ahaddin, M. A., Jatmiko, B., & Supardi, Z. A. I. (2020). The improvement of critical thinking 

skills of Primary School Students through guided inquiry learning models with integrated 
peer instructions. Studies in Learning and Teaching, 1(2), 104–111. 
https://doi.org/10.46627/silet.v1i2.39 

Anam, K. (2015). Pembelajaran berbasis inkuiri : Metode dan aplikasi. Pustaka Belajar. 
Anderson, L. W., & Krathwohl, D. R. (2015). Kerangka landasan untuk pembelajaran, pengajaran, 

dan asesmen revisi taksonomi pendidikan Bloom. Pustaka Belajar. 
Annisa, N., Dwiastuti, S., & Fatmawati, U. (2016). Peningkatan kemampuan berpikir analitis 

siswa melalui penerapan model pembelajaran inkuiri terbimbing. Journal of Biology 
Education, 5(2), 163–170. https://doi.org/10.15294/jbe.v5i2.7153 

Arends, R. . (2012). Learning to Teach. McGraw-Hill. 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

57 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Astriyani, D., Susilo, H., Suwono, H., & Lukiati, B. (2017). Profil keterampilan berpikir analitis 
mahasiswa calon guru ipa dalam perkuliahan biologi umum. Jurnal Penelitian Pendidikan 
IPA, 2(1), 66–70. https://doi.org/10.26740/jppipa.v2n2.p66-70 

Asyhari, A., & Clara, G. P. (2017). Pengaruh pembelajaran level of inquiry terhadap 
kemampuan literasi sains siswa. Scientiae Educatia : Jurnal Pendidikan Sains, 6(2), 87–101. 

Basam, F., Rusilowati, A., & Ridlo, S. (2018). Profil kompetensi sains siswa dalam pembelajaran 
literasi sains berpendekatan inkuiri saintifik. Pancasakti Science Educational Science, 3(1), 1–8. 
https://doi.org/10.24905/psej.v3i1.800 

Belland, B. R. (2017). Instructional Scaffolding in STEM Education, Strategies and Efficacy Evidence. 
Switzerland. https://doi.org/10.1007/978-3-319-02565-0 

Brown, J. C. (2017). A meta-synthesis of the complementarity of culturally responsive and 
inquiry-based science education in k-12 settings: implications for advancing equitable 
science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143–117. 
https://doi.org/10.1002/tea.21401 

Dinni, H. N. (2018). HOTS ( High Order Thinking Skills ) dan kaitannya dengan kemampuan 
literasi matematika. Prisma Prosiding Seminar Nasional Matematika, 1, 170–176. 

Ekapti, R. F. (2016). Respon siswa dan guru dalam pembelajaran IPA terpadu konsep tekanan 
melalui problem based learning. Jurnal Pena Sains, 3(2), 109–115. 

Fadilah. MS, S., Jatmiko, B., & Prastowo, T. (2020). Validity and effectiveness of argument-
driven inquiry model with contextual approaches to improve critical thinking skills in 
science learning. Studies in Learning and Teaching, 1(2), 66–75. 
https://doi.org/10.46627/silet.v1i2.32 

Fakhrurrazi, F., Sajidan, S., & Karyanto, P. (2019a). Keefektifan penggunaan modul sistem gerak 
pada manusia berbasis inkuiri interactive demonstration untuk memberdayakan 
keterampilan berpikir analitis siswa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 
4(4), 478. https://doi.org/10.17977/jptpp.v4i4.12265 

Fakhrurrazi, F., Sajidan, S., & Karyanto, P. (2019). Kelayakan modul sistem gerak pada manusia 
berbasis inkuiri interactive demonstration untuk memberdayakan keterampilan berpikir 
analitis. Symposium of Biology Education (Symbion), 2, 387–399. 
https://doi.org/10.26555/symbion.3562 

Fitriani, Fadly, W., & Faizah, U. N. (2021). Jurnal tadris IPA Indonesia analisis keterampilan 
berpikir analitis siswa pada tema pewarisan sifat. Jurnal Tadris IPA Indonesia, 1(1), 55–67. 

Fitriyati, I., Hidayat, A., & Munzil. (2017). Pengembangan perangkat pembelajaran IPA untuk 
meningkatkan kemampuan berpikir tingkat tinggi dan penalaran ilmiah siswa SMP. Jurnal 
Pembelajaran Sains, 1(1), 27–34. 

Hyun, C. C., Tukiran, M., & Wijayanti, L. M. (2020). Piaget versus Vygotsky : Implikasi 
Pendidikan antara persamaan dan perbedaan. Journal of Industrial Enginering and 
Management Research (JIEMAR), 1(2), 286–293. https://doi.org/10.7777/jiemar.v1i2 

Ilma. (2017). Profil berpikir analitis masalah aljabar siswa ditinjau dari gaya kognitif Visualizer 
dan Veraliser. Jurnal Review Pembelajaran Matematika, 2(1), 1–14. 
https://doi.org/10.15642/jrpm.2017.2.1.1-14 

Indrayanti, I., Ngabekti, S., & Astuti, B. (2021). Development of guided inquiry based learning 
modules to improve environmental attitude and HOTS. Journal of Innovative Science 
Education, 9(3), 65–69. https://doi.org/10.15294/jise.v9i2.38368 

Irwanto. (2017). Integrated measurement of students‟s analytical thinking skills and science 
process skills. Proceeding of International Seminar on Science Education, 217–225. 
https://doi.org/10.31227/osf.io/v9dtz 

Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines: 
Comparative theory and practice in schools. In Inquiry-Based Teaching and Learning across 
Disciplines: Comparative Theory and Practice in Schools. https://doi.org/10.1057/978-1-137-
53463-7 

Kusdiastuti, M., Harjono, A., Sahidu, H., & Gunawan, G. (2016). Pengaruh model pembelajaran 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

58 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

inkuiri berbantuan laboratorium virtual terhadap penguasaan konsep fisika peserta didik. 
Jurnal Pendidikan Fisika Dan Teknologi, 2(3), 116–122. https://doi.org/10.29303/jpft.v2i3.298 

Masitah. (2018). Pengembangan Perangkat pembelajaran untuk memfasilitasi guru 
menumbuhkan rasa tanggung jawab siswa sd terhadap masalah banjir. Prosiding Biology 
Education Conference, 40–44. 

Mawardi, M., Aisyah Fitri Rusiani, J., & Yani, F. H. (2020). Effectiveness of student worksheets 
based guided inquiry on acid base material to improve students higher order thinking skill 
(HOTS). Journal of Physics: Conference Series, 1481(1). https://doi.org/10.1088/1742-
6596/1481/1/012083 

Mubarok, H., Suprapto, N., & Adam, A. S. (2019). Using inquiry-based laboratory to improve 
students’ Higher Order Thinking Skills (HOTS). Journal of Physics: Conference Series, 1171(1), 
8–13. https://doi.org/10.1088/1742-6596/1171/1/012040 

Mukhadis, A. (2013). Sosok Manusia indonesia unggul dan berkarakter dalam bidang 
tekonologi sebagai tuntutan hidup di era globalisasi. Jurnal Pendidikan Karakter, 4(2), 115–
136. 

Nilah, N., & Roza, L. (2020). Analisis kemampuan berpikir analitis dan evaluasi dalam 
pembelajaran fisika pada topik usaha dan energi. Prosiding Seminar Nasional Fisika SNF 
2020, 75–81. 

Nisak, F., & Yulkifli, Y. (2021). Development of electronic module using inquiry based learning 
(IBL) model integrated high order thinking skill (HOTS) in 21st century physics learning 
class X. Journal of Physics: Conference Series, 1876(1). https://doi.org/10.1088/1742-
6596/1876/1/012085 

Odegaard, M., Haug, B., Mork, S., & Sorvik, G. O. (2015). Building science and literacy. A 
classroom video study of the challenges and support in an integrated inquiry and literacy 
teaching model. Procedia-Social and Behaviorial Science, 167, 274–278. https://doi.org/ 
10.1016/j.sbspro.2014.12.674 

OECD. (2019). Programme for international student assessment (PISA) results from PISA 2018. 
OECD. 

Phumeechanya, N., & Wannapiroon, P. (2013). Ubiquitous scaffold learning environment using 
problem based learning to enhance problem solving skills and context awareness. 
International Journal on Integrating Technology in Education, 2(4), 23–33. 

Prawita, W., Prayitno, B., & Sugiyarto, S. (2019). Effectiveness of a generative learning-based 
biology module to improve the analytical thinking skills of the students with high and low 
reading motivation. International Journal of Instruction, 12(1), 1460–1476. 
https://doi.org/10.29333/iji.2019.12193a 

Purnamawati, D., Ertikanto, C., & Suyatna, A. (2017). Keefektifan lembar kerja siswa berbasis 
inkuiri untuk menumbuhkan keterampilan berpikir tingkat tinggi. Jurnal Ilmiah Pendidikan 
Fisika Al-Biruni, 6(2), 209–219. https://doi.org/10.24042/jipfalbiruni.v6i2.2070 

Puspita, A., Utaya, S., & Ruja, I. N. (2018). Pengaruh model pembelajaran inkuiri berbasis 
observasi lapangan terhadap kemampuan berpikir analitis. Jurnal Pendidikan: Teori, 
Penelitian, Dan Pengembangan, 3(4), 468–474. 

Qomariya, Y., Muharrami, L. K., Hadi, W. P., & Rosidi, I. (2018). Profil kemampuan berpikir 
analisis siswa SMP Negeri 3 Bangkalan dengan menggunakan metode pictorial riddle 
dalam pembelajaran inkuiri terbimbing. Journal of Natural Science Education Reseach, 1(1), 9–
18. 

Rakhmawan, A., Setiabudi, A., & Mudzakir, A. (2015). Perancangan pembelajaran literasi sains 
berbasis inkuiri pada kegiatan laboratorium. Jurnal Penelitian Dan Pembelajaran IPA, 1(1), 
142–152. 

Rosadi, I., Maridi, M., & Sunarno, W. (2018). The effectiveness of process-oriented guided 
inquiry learning to improve students’ analytical thinking skills on excretory system topic. 
Biosaintifika: Journal of Biology & Biology Education, 10(3), 684–690. 
https://doi.org/10.15294/biosaintifika.v10i3.15990 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

59 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Santrock, J. W. (2011). Psikologi Pendidikan. Salemba Humanika. 
Sari, N. M., Sabri, T., & Kresnadi, H. (2020). Analisis perangkat pembelajaran tematik dengan 

pendekatan saintifik dalam masa covid-19 di kelas IV SD. Jurnal Pendidikan Dan 
Pembelajaran Khatulistiwa, 9(1), 1–8. 

Sartika, S. B. (2018). Teaching models to increase students’ analytical thinking skills. Advances in 
Social Science, Education and Humanities Research (ASSEHR), 125, 216–218. 
https://doi.org/10.2991/icigr-17.2018.52 

Sartono, N., Rusdi, R., & Handayani, R. (2018). Pengaruh pembelajaran process oriented guided 
inquiry learning (pogil) dan discovery learning terhadap kemampuan berpikir analisis 
siswa SMAN 27 Jakarta pada materi sistem imun. Biosfer: Jurnal Pendidikan Biologi, 10(1), 58–
64. https://doi.org/10.21009/biosferjpb.10-1.8 

Savira, Y. M., Budi, A. S., & Supriyati, Y. (2019). Pengembangan E-Modul materi momentum 
dan impuls berbasis process oriented guided inquiry learning (Pogil) Untuk meningkatkan 
kemampuan berpikir tingkat tinggi siswa sma kelas X. Prosiding Seminar Nasional Fisika SNF 
2019, VIII, 25–36. https://doi.org/10.21009/03.snf2019.01.pe.04 

Setiawaty, B. T., Sunarno, W., & Sugiyarto, S. (2019). Profil kemampuan berpikir analisis siswa 
sekolah menengah pertama di Surakarta. Prosiding Seminar Nasional Pendidikan Sains, 234–
238. 

Setyani, N. D., Suparmi, S., & Sarwanto, S. (2017). Kemampuan berpikir analitis mahasiswa 
dalam pembelajaran menggunakan model inkuiri bebas. Prosiding Seminar Nasional 
Pendidikan Fisika III Universitas PGRI Madiun, 54–59. 

Simamora, A. B., Widodo, W., & Sanjaya, I. G. M. (2020). Innovative learning model: improving 
the students’ scientific literacy of Junior High School. IJORER : International Journal of Recent 
Educational Research, 1(3), 271–285. https://doi.org/10.46245/ijorer.v1i3.55 

Slavin, R. (2015). Psikologi Pendidikan Teori dan Praktik Edisi Kesembilan Jilid 1. Indeks. 
Tindangen, M. (2018). Inquiry-based learning model to improve higher order thinking skills. 

Asian Social Science, 14(7), 39. https://doi.org/10.5539/ass.v14n7p39 
Wafiroh. (2017). Pengembangan modul pembelajaran berbasis inkuiri terbimbing untuk 

meningkatkan kemampuan berpikir tingkat tinggi. Seminar Nasional Pendidikan Fisika III 
2017, 102–109. 

Wahyuni, T. S., & Analita, R. N. (2017). Guided-inquiry laboratory experiments to improve 
students’ analytical thinking skills. AIP Conference Proceedings, 1911. 
https://doi.org/10.1063/1.5016010 

Weaver, M. G., Samoshin, A. V., Lewis, R. B., & Gainer, M. J. (2016). Developing students’ 
critical thinking, problem solving, and analysis skills in an inquiry-based synthetic organic 
laboratory course. Journal of Chemical Education, 93(5), 847–851. 
https://doi.org/10.1021/acs.jchemed.5b00678 

Yulianti, E., Al Husna, I. Y., & Susilowati, S. (2018). The role of inquiry-based interactive 
demonstration learning model on viii grade students’ Higher Order Thinking Skill. Journal 
of Science Education Research, 2(1), 35–38. https://doi.org/10.21831/jser.v2i1.19333 

 
  

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT


Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 

https://doi.org/10.46627/silet.v2i3.83 

 

60 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Author (s): 

*Alifia Suryatin Ramadani (Corresponding Author) 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Unesa Lidah Wetan, Surabaya, East Java, 60213, Indonesia 
Email: alifia.20018@mhs.unesa.ac.id 

 

Z. A. Imam Supardi 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Unesa Lidah Wetan, Surabaya, East Java, 60213, Indonesia 
Email: zainularifin@unesa.ac.id 

 

Tukiran 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Unesa Lidah Wetan, Surabaya, East Java, 60213, Indonesia 
Email: tukiran@unesa.ac.id 

 

Eko Hariyono 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Unesa Lidah Wetan, Surabaya, East Java, 60213, Indonesia 
Email: ekohariyono@unesa.ac.id 

 

https://doi.org/10.46627/silet.v2i3.83
https://scie-journal.com/index.php/SiLeT
mailto:corresp-author@mail.ac.id
mailto:zainularifin@unesa.ac.id
mailto:tukiran@unesa.ac.id
mailto:ekohariyono@unesa.ac.id

