The Impacts of the Stem-Based Inquiry Learning Models on Critical Thinking Ability and Concept Mastery

Abstract

This research aimed to determine differences in critical thinking skills and mastery of science concepts between students who followed the STEM-based inquiry learning model and students who follow expository learning. The population in this research was 209 students in a total sample of 81 students determined through a random sampling technique. Critical thinking data were collected by tests, while the concept mastery data were collected by multiple-choice tests. Data were analysed using MANOVA. The results of the data analysis showed that the value of F was 26.848 with a significance value of 0.000 which was less than 0.05. Therefore, there are differences in critical thinking skills and mastery of concepts between students who study STEM-based inquiry learning models and students who study expository learning models.