Promoting Critical Thinking Skills in Al-Zumar Students through Inquiry-Based Learning
Abstract
Inquiry-based learning (IBL) has gained recognition as an effective pedagogical approach for fostering critical thinking skills among students. This study explores the application of IBL in promoting critical thinking skills among Al-Zumar students. The research employs a mixed-methods design, incorporating both quantitative and qualitative data collection techniques. Quantitative data is gathered through pre- and post-tests to measure changes in critical thinking skills among students. Qualitative data is obtained through classroom observations and interviews with students and teachers to gain insights into their perceptions and experiences with IBL. Findings indicate a significant improvement in critical thinking skills among Al-Zumar students following the implementation of IBL strategies. Moreover, both students and teachers express positive attitudes towards IBL, highlighting its effectiveness in enhancing critical thinking abilities. These results underscore the importance of integrating inquiry-based approaches into the educational curriculum to cultivate essential skills for lifelong learning and success in today's dynamic world.