The effect of IBL (inquiry-based learning) model on EFL students’ critical thinking skills

Abdul Kamaruddin; Andi Patmasari; Agussatriana; Wararat Whanchit; Aminah Suriaman; Nadrun

doi:10.22219/kembara.v9i1.22766

Authors

Abdul Kamaruddin Universitas Tadulako, Indonesia
Andi Patmasari Universitas Tadulako, Indonesia
Agussatriana Universitas Tadulako, Indonesia
Wararat Whanchit Walailak University, Thailand
Aminah Suriaman Universitas Tadulako, Indonesia
Nadrun Universitas Tadulako, Indonesia

DOI:

https://doi.org/10.22219/kembara.v9i1.22766

Keywords:

Argumentative essays, Critical thinking skills, Inquiry-based learning

Abstract

This research was conducted to discover whether the implementation of the IBL (Inquiry-Based Learning) model can improve EFL students’ critical thinking skills and to what extent the IBL model influences their critical thinking skills. This research implemented an explanatory research design. The sample was the students of the English Education Study Program who were taking the subject of Writing in Professional Context at one of the public universities in Central Sulawesi. The instruments used to collect data were tests and interviews. The data that were obtained in this research were analyzed quantitatively and qualitatively. The results show that the implementation of the IBL model is effective in improving the EFL students’ critical thinking skills. This achievement has to be supported by the implementation of a proper inquiry-based learning model. By implementing the IBL model, there is an increase in EFL students’ critical thinking skills in six aspects: interpretation, analysis, inference, evaluation, explanation, and self-regulation.

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