The modified syntax of inquiry social complexity learning model to increase critical and creative thinking skills in reading

Abstract

One of the fundamental abilities students should possess in the 21st century is the capability to cultivate their interests, talents, and potential to enhance their critical and creative thinking abilities. The goals of this study involve assessing whether there is a notable improvement in students' critical and creative thinking skills in the context of reading when utilizing the inquiry social complexity learning model. Additionally, the study aims to identify the specific aspects of critical and creative thinking skills that exert the most significant influence. This study was carried out at SMA Bina Mulya, with a single class serving as the sample, comprising 30 students. A quantitative approach was employed for data collection, involving both pre-tests and post-tests. The collected quantitative data were subjected to analysis using Paired Sample T-tests. The results of the analysis indicated a noteworthy improvement in students' average scores, rising from 63.17 to 79.83, with a two-tailed significance value of 0.000, which is less than the predetermined alpha level of 0.05. This suggests that the implementation of the inquiry social complexity learning model effectively enhanced students' critical and creative thinking skills in the context of reading. Furthermore, it was observed that the aspect of analysis played the most influential role in critical and creative thinking skills, with students selecting 106 correct answers. These findings collectively indicate a positive increase in students' critical and creative thinking skills following instruction through the inquiry social complexity learning model.