Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education

Bayu Sandika, Herlina Fitrihidajati


Creative thinking skill and scientific attitude are one of 21st century skills which have to be taught to students in the learning process. The pre-study result indicated that only a few of learning process is provided by scientific activities which can assist students to comprehend the concepts easier and improve the students’ creative thinking skill and scientific attitude. Inquiry-based learning can be an alternative to provide an active and authentic scientific learning process. This study aims at improving creative thinking skill and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education. This study is included in a descriptive quantitative research. The research focused on the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic year of Biology Education Department. The learning process was conducted in two meetings on November 2017. The enhancement of students’ creative thinking skill was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using non-test instrument. Research result showed that students’ creative thinking skill enhanced highly and students’ scientific attitude improved excellently through inquiry-based learning in basic biology lecture.


creative thinking, inquiry, scientific attitude

Full Text:



Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic cchievement in science course. Universal Journal of Educational Research, 2(1), 37–41.

Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Alberta, Canada: Alberta Learning, Learning and Teaching Resources Branch. Retrieved from

Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal of Pharmaceutical Education, 74(8).

Arends, R. I. (2012). Learning to teach (Ninth Edit). New York, US: McGraw Hill Book.

Arikunto, S. (2006). Prosedur penelitian: Suatu pendekatan praktek. Jakarta: Rineka Cipta.

Arikunto, S. (2010). Manajemen penelitian. Jakarta: Rineka Cipta.

Bellanca, J. A., & Brandt, R. (Eds.). (2010). 21st century skills: Rethinking how students learn. Solution Tree Press. Bloomington, US: Solution Tree Press.

Coughlan, A. (2007). Learning to learn: Creative thinking and critical thinking. DCU Student Learning Resources. Retrieved from

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education-A systematic literature review. Thinking Skills and Creativity, 8(1), 80–91.

Dudo, A., & Besley, J. C. (2016). Scientists’ prioritization of communication objectives for public engagement. PLoS ONE, 11(2), 1–18.

Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908.

Eady, M. J., & Lockyer, L. (2013). Tools for learning: Technology and teaching strategies. Retrieved from

Erdogan, S. C. (2017). Science teaching attitudes and scientific attitudes of pre-service teachers of gifted students. Journal of Education and Practice, 8(6), 164–170. Retrieved from

Gençi, M. (2015). The effect of scientific studies on students’ scientific literacy and attitude. Ondokuz Mayis University Journal of Faculty of Education, 34(1), 141–152.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.

Halpern, D. F., Millis, K., Graesser, A. C., Butler, H., Forsyth, C., & Caic, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity, 7(2), 93–100.

Husamah, H., & Pantiwati, Y. (2014). Cooperative learning STAD-PJBL: Motivation, thinking skills, and learning outcomes of biology department students. International Journal of Education Learning and Development, 2(1), 77–94. Retrieved from

Ibe, H. (2013). Effects of guided-inquiry and expository teaching methods on senior secondary school students’ performances in Biology in Imo State. Journal of Education Research and Behavioral Sciences, 2(4), 51–57. Retrieved from

Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2009). Confronting the challenges of participatory culture: Media education for the 21 Century. Building the Field of Digital Media and Learning. Illinois, US: The MacArthur Foundation.

Kaur, S. (2013). HRM in 21 st Century: Challenges of future. International Journal of Emerging Research in Management &Technology, 9359(26), 2278–9359. Retrieved from

Lacap, M. P. (2015). The scientific attitudes of students major in science in the new teacher education curriculum. Asia Pacific Journal of Multidisciplinary Research, 3(5), 7–15. Retrieved from

Lau, J. Y. F. (2011). An introduction to critical thinking and creativity: Think more, think better. Indianapolis: John Wiley & Sons, Inc.

Mukhopadhyay, R. (2014). Scientific attitude-some psychometric considerations. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 19(1), 98–100. Retrieved from

Pewnim, K., Ketpichainarong, W., Panijpan, B., & Ruenwongsa, P. (2011). Creating young scientists through community science projects. Procedia - Social and Behavioral Sciences, 15, 2956–2962.

Pitafi, A. I., & Farooq, M. (2012). Measurement of scientific attitude of secondary school students in Pakistan. Academic Rearch International, 2(2), 379–392. Retrieved from

Rafiee, G., Moattari, M., Nikbakht, A. N., Kojuri, J., & Mousavinasab, M. (2014). Problems and challenges of nursing students’ clinical evaluation: A qualitative study. Iran J Nurse Midwifery, 19(1), 41–49. Retrieved from

Ratumanan, T. G., & Laurens, T. (2003). Evaluasi hasil belajar yang relevan dengan kurikulum berbasis kompetensi. Surabaya: YP3IT Kerjasama dengan Unipress.

Riduwan. (2011). Skala pengukuran variabel-variabel penelitian. Bandung: Alfabeta.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237–248.

Spronken-Smith, R. (2009). Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education.

Sudjana, N., & Rivai, A. (2015). Dasar-dasar proses belajar mengajar. Bandung: Sinar Baru Algensindo.

Susiyawati, E., Ibrahim, M., Atweh, B., & Rahayu, Y. S. (2015). An evaluation of the effectiveness of the authentic task on students’ learning achievement of plant anatomy concepts in Surabaya State University. Journal of Turkish Science Education, 12(3), 21–30.



  • There are currently no refbacks.

Copyright (c) 2018 JPBI (Jurnal Pendidikan Biologi Indonesia)

License URL:

View JPBI Stats

JPBI (Jurnal Pendidikan Biologi Indonesia) by Department of Biology Education, Faculty of Teacher Training and Education, University of Muhammadiyah Malang and collaborates with Asosiasi Lesson Study Indonesia (ALSI) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensep-ISSN (Print) 2442-3750 | e-ISSN (Online) 2527-6204