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.