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Enhancing critical thinking and cognitive achievement through nearpod-assisted inquiry learning in senior high school biology
Abstract
Developing students’ critical thinking skills and cognitive learning outcomes remains a challenge in biology education, particularly in classrooms where teacher-centered instruction predominates. Although inquiry-based learning is effective in enhancing higher-order thinking skills, its implementation is often hindered by low student engagement and limited use of instructional media. This study aimed to investigate the effect of Nearpod-assisted inquiry learning on senior high school students’ critical thinking skills and cognitive learning outcomes in biology. In this study, a quasi-experimental non-equivalent control group design study was adopted and two intact classes in eleventh grade were involved. The experimental group was taught by inquiry learning with Nearpod integration and the control group was taught by traditional teaching. Pre- and post-test data were gathered through standardised essay tests on critical thinking and cognitive achievement and were analyzed by means of analysis of covariance. The findings revealed that students in the experimental group achieved significantly higher critical thinking skills (F = 4.106, p = .048) and cognitive learning outcomes (F = 21.675, p < .001) than those in the control group after controlling for pretest scores. These findings indicate that interactive digital platforms in inquiry-based learning can increase student engagement, facilitate scientific reasoning, and support better learning outcomes. This study confirms the potential of technology-enhanced inquiry-based learning to foster meaningful biology learning in various school contexts.
Abstrak. Pengembangan keterampilan berpikir kritis dan hasil belajar kognitif siswa masih menjadi tantangan dalam pendidikan biologi, terutama pada kelas yang didominasi pembelajaran berpusat pada guru. Meskipun pembelajaran berbasis inkuiri efektif meningkatkan keterampilan berpikir tingkat tinggi, implementasinya sering terkendala oleh rendahnya keterlibatan siswa dan pemanfaatan media pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran inkuiri berbantuan Nearpod terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa SMA pada mata pelajaran biologi. Penelitian ini menggunakan desain kuasi-eksperimen dengan kelompok kontrol nonekuivalen yang melibatkan dua kelas XI. Kelas eksperimen memperoleh pembelajaran inkuiri yang terintegrasi dengan Nearpod, sedangkan kelas kontrol mengikuti pembelajaran reguler yang diterapkan di sekolah. Data pretest dan posttest dikumpulkan melalui tes esai terstandar yang mengukur keterampilan berpikir kritis dan hasil belajar kognitif, kemudian dianalisis menggunakan analisis kovarian (ANCOVA). Hasil penelitian menunjukkan bahwa siswa pada kelompok eksperimen memperoleh keterampilan berpikir kritis yang secara signifikan lebih tinggi (F = 4,106; p = 0,048) serta hasil belajar kognitif yang lebih baik (F = 21,675; p < 0,001) dibandingkan kelompok kontrol setelah mengontrol skor pretest. Temuan ini menunjukkan bahwa platform digital interaktif dalam pembelajaran berbasis inkuiri dapat meningkatkan keterlibatan siswa, memfasilitasi penalaran ilmiah, dan mendukung hasil belajar yang lebih baik. Penelitian ini menegaskan potensi pembelajaran inkuiri berbantuan teknologi untuk mewujudkan pembelajaran biologi yang bermakna di berbagai konteks sekolah.
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DOI: http://dx.doi.org/10.20527/bino.v8i2.25267
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