Inquiry Learning in Mathematics Education to Improve Students’ Critical Thinking and Problem-Solving Skill: A Systematic Review

Yulina Kartika Sari, Dadang Juandi, Riny Arviana

Abstract


Critical thinking and problem-solving are the 21st-century skills that every student should have. Inquiry learning is considered an effective way to improve students' critical thinking and problem-solving skills. Inquiry learning implementation in mathematics education is often studied to enhance students' critical thinking and problem-solving skills. This study is a systematic review that aims to identify, examine, evaluate, and interpret the results of relevant investigations related to inquiry implementation in mathematics learning to improve students' critical thinking and problem-solving skills. The reviewed primary studies were conducted in Indonesia and published, either in journals or between 2015-2020. Using several inclusion criteria, 12 studies involving 382 junior high school students were reviewed in this study. The results show that inquiry implementation in mathematics learning promoted students’ critical thinking and problem-solving skill. Having 31-33 students in each classroom could be a reasonable consideration in achieving optimal improvement of students’ critical thinking and problem-solving skill. Thus, it could be a suitable choice for mathematics education practitioners, especially teachers, to implement the inquiry method in mathematics learning continuously.


Keywords


critical thinking; inquiry; mathematics learning; problem-solving; systematic review

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