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Online ISSN: 2622-5506
Articles

How does self-efficacy moderate the effect of guided inquiry learning on sixth-grade students' critical thinking skills in science?

Ni Putu Sudiartini (1), I Nengah Suastika (2), Desak Putu Parmiti (3)
(1) Universitas Pendidikan Ganesha, Indonesia (2) Universitas Pendidikan Ganesha, Indonesia (3) Universitas Pendidikan Ganesha, Indonesia
DOI: https://doi.org/10.33292/petier.v7i2.304

Keywords

Critical Thinking Guided Inquiry GI Worksheet Self-Efficacy Science

Abstract

This study investigated the moderating role of self-efficacy in the effect of the Guided Inquiry learning model, supported by GI Worksheets, on the critical thinking skills of Grade 6 students. A quasi-experimental pre-test and post-test design was employed, involving 30 students. The findings revealed that while the Guided Inquiry model significantly improved critical thinking (β = 3.10, p < 0.05), this effect was moderated by self-efficacy (β = 0.42, p < 0.05). Students with high self-efficacy demonstrated substantially greater gains in critical thinking than their low self-efficacy peers. This suggests that the effectiveness of inquiry-based learning is contingent upon students' self-belief and psychological readiness. The study underscores the importance of fostering self-efficacy alongside the implementation of effective instructional models to optimize cognitive development in elementary science education.

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