The Effect of Guided Inquiry Model with the 5E Learning Cycle to Improve Students Creative Thinking Skills on Linear Motion Vina Serevina (a), Nurulwati (b), Fitri Kirana Zaharani (c), Mujahid Muafa Hifni (d)
(a) Department of Physics Education, State University of Jakarta, Jakarta, Indonesia
*vina.serevina77[at]gmail.com
(b) Department of Physics Education, FKIP, Syahkuala University, Aceh, Indonesia
(c) Department of Physics Education, State University of Jakarta, Jakarta, Indonesia
(d) Department of Physics Education, State University of Jakarta, Jakarta, Indonesia
Abstract
This research explored the influence of integrating the guided inquiry approach with the 5E learning cycle on students creative thinking skills in linear motion learning. The study also contributes to the implementation of Sustainable Development Goal 4 by encouraging active and student-centered learning. A quantitative quasi-experimental method with a one-group pretest-posttest design was conducted involv-ing 36 eleventh-grade students from a public senior high school in Jakarta, Indonesia. Creative thinking skills were measured using Torrance-based indicators consisting of fluency, flexibility, originality, elaboration, and problem sensitivity. Instrument valida-tion confirmed 30 valid items, while reliability testing demonstrated stable and con-sistent results. Data analysis employed the Shapiro-Wilk normality test, paired-sample t-test, normalized gain (N-gain), and effect size analysis. The findings showed a sig-nificant improvement in students creative thinking skills following the learning inter-vention (p < 0.05). The N-gain score of 0.82 was categorized as high, and the effect size analysis indicated a strong influence of the applied learning model. Overall, the integration of guided inquiry and the 5E learning cycle can improve creative thinking skills in physics learning, especially in linear motion material.
Keywords: 5E Learning Cycle, Creative Thinking Skills, Guided Inquiry, Linear Motion Learning, Quasi-Experimental Method
