The Use of Guided Inquiry-Based Student Worksheet on Critical Thinking and Science Process Skills of High School Students
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Abstract
Students’ critical thinking and science process skills remain limited, partly because existing worksheets are not fully aligned with specific learning strategies, such as guided inquiry. This study examined differences in critical thinking and science process skills among high school students using guided inquiry-based and conventional worksheets on environmental change. A quasi-experimental method with a non-equivalent posttest-only control group design was employed. The study involved 70 tenth-grade students from a high school in Surakarta, comprising 36 students in the experimental class and 34 in the control class. The experimental class used guided inquiry worksheets, while the control class used conventional worksheets. Learning was conducted over four sessions totaling six lesson hours. Data were collected through essay tests and analyzed using Welch’s t-test due to non-normality. The results showed significant differences in critical thinking (Sig. = 0.003) and science process skills (Sig. < 0.001), with higher scores in the experimental class. Cohen’s d indicated medium and large effects, respectively.
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