The Effect of a Video-Assisted Guided Inquiry Learning Model on Students’ Critical Thinking Skills in Sociology

Abstract

Students’ limited critical thinking skills remain a significant challenge in improving the quality of learning, particularly in sociology, which requires students to critically and systematically analyze various social phenomena. This study aims to examine the effect of a video-assisted guided inquiry learning model on students’ critical thinking skills in sociology. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The population consisted of eleventh-grade students at SMAN 2 Narmada, with two classes selected as the experimental and control groups through simple random sampling. Data on students’ critical thinking skills were collected using essay-based test instruments and analyzed using descriptive and inferential statistical techniques. The findings revealed that students in the experimental group demonstrated improved critical thinking skills after participating in learning activities using the video-assisted guided inquiry model. Students in the experimental group also demonstrated better critical thinking skills than those in the control group. Statistical analysis confirmed significant differences in students’ critical thinking skills before and after the intervention, as well as between the experimental and control groups. These findings indicate that the video-assisted guided inquiry learning model has a positive and significant effect on students’ critical thinking skills. The integration of guided inquiry activities and video-based learning encourages students to become more actively engaged in observing, identifying problems, analyzing information, and drawing logical conclusions. Therefore, the video-assisted guided inquiry learning model can serve as an effective alternative instructional approach for developing students’ critical thinking skills in sociology learning.