Innovation in Learning Applications Based on the Adaptive Inquiry Approach as a Means to Enhance Students' Critical Thinking Skills

Musdalifah Nihaya; Nurhilaliyah Nurhilaliyah; Harun Nihaya; Nurhidayat Nurhidayat

doi:10.51574/jrip.v6i2.5403

Authors

Musdalifah Nihaya Islamic Education Department, Universitas Muhammadiyah Makassar, Indonesia
Nurhilaliyah Nurhilaliyah Physics Department, Universitas Negeri Makassar, Indonesia
Harun Nihaya Physics Department, Universitas Negeri Makassar, Indonesia
Nurhidayat Nurhidayat Civil Engineering Department, Universitas Muhammadiyah Kolaka Utara, Indonesia

Keywords:

Adaptive Inquiry Approach, Critical Thinking, Digital Applications, Students

Abstract

This study aims to develop a draft of a learning application based on the Adaptive Inquiry Approach, which integrates inquiry models with learning style adaptive systems and to evaluate the product's feasibility and its evaluation instrument characteristics. This study employed a Research and Development (R&D) approach using the Luther-Sutopo development model, restricted up to the initial product and instrument testing stage. The subjects for the instrument testing were 4th–6th-grade students at Muhammadiyah Bantaeng Elementary School. Data were analyzed using descriptive quantitative techniques to calculate the feasibility interpretation index and empirical analysis of the test items (discriminatory power and difficulty level). Expert validation indicated that the product draft is highly feasible, with average interpretation indices of 82.50% from model concept experts, 86.00% from learning technology experts, 83.13% from design and graphics experts, and 81.82% from learning style experts. The characteristics testing of the mathematics test instruments demonstrated good empirical quality, where all pre-test and post-test items achieved a discrimination coefficient of (good category) and a difficulty index within the ideal range ( P ). Supporting materials, including the model guidebook and teacher's guide, were also declared highly feasible, with average validation scores exceeding 81%. The draft of the learning application based on the Adaptive Inquiry Approach and its evaluation instruments have been proven theoretically and empirically valid and reliable, making it highly feasible to proceed to the large-scale implementation phase to measure students' critical thinking skills.

Downloads

Download data is not yet available.

References

Akfal, A. Z., Solekh, I. E., & Saefiansyah, P. M. (2025). Digital Transformation in Education: Challenges and Opportunities in Improving the Quality of Learning in the Era of Revolution. Proceedings Series on Social Sciences & Humanities, 24, 203–209. https://doi.org/10.30595/pssh.v24i.1594

Alfroni, Y. F., Batlolona, J. R., & Mahapoonyanont, N. (2019). Inquiry-Scaffolding Learning Model : Its Effect On Critical Thinking Skills And Conceptual. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 08(2), 245–255. https://doi.org/10.24042/jipfalbiruni.v8i2.4214

Anugrah, A., Anggraeni, L., & Syaifullah. (2025). Inquiry-Based Learning and Its Impact on Critical Thinking: An Empirical Analysis. The Eurasia Proceedings of Educational and Social Sciences (EPESS), 42, 70–80.

Arifin, Z., Sukarmin, Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students ’ critical thinking skills in science education : A systematic review and meta-analysis. EURASIA Journal of Mathematics, Science and Technology Education, 21(3), 1–24. https://doi.org/doi.org/10.29333/ejmste/15988

Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education : the mediating role of inclusive leadership. Scientific Reports, 14(24362), 1–13. https://doi.org/10.1038/s41598-024-75379-0 1

Cahyaningsih, E., Sarifah, I., & Riyadi. (2024). Harmonizing technology and tradition: Analysis of grade VI mathematics midterm exam questions. Jurnal Gantang, 9(2), 165–180. https://doi.org/10.31629/jg.v9i2.6934

Carniel, J., Emmerson, M., & Gehrmann, R. (2023). Inquir y-based learning as an adaptive signature pedagogy in international relations. International Studies Perspectives, 00(00), 1–17. https://doi.org/doi.org/10.1093/isp/ekad015

Chen, F., & Chen, G. (2025). Learning analytics in inquiry ‑ based learning : a systematic review. In Educational technology research and development (Vol. 73, Issue 4). Springer US. https://doi.org/10.1007/s11423-025-10507-9

El-Sabagh, H. A. (2021). Adaptive e ‑ learning environment based on learning styles and its impact on development students ’ engagement. International Journal of Educational Technology in Higher Education, 18(53), 1–24. https://doi.org/10.1186/s41239-021-00289-4

Hasibuan, M. P., Sunarno, W., & Susanti, E. (2025). Creative thinking enhancement through project-based learning in science : a meta-analytic review. International Journal of Evaluation and Research in Education (IJERE), 14(5), 3994–4005. https://doi.org/10.11591/ijere.v14i5.34521

Hosen, M., Ogbeibu, S., Giridharan, B., Cham, T., Marc, W., & Paul, J. (2021). Computers & Education Individual motivation and social media influence on student knowledge sharing and learning performance : Evidence from an emerging economy. Computers & Education, 172(June), 104262. https://doi.org/10.1016/j.compedu.2021.104262

Liu, C., Bano, M., Zowghi, D., & Kearney, M. (2021). Computers & Education Analysing user reviews of inquiry-based learning apps in science education. Computers & Education, 164(January), 104119. https://doi.org/10.1016/j.compedu.2020.104119

Maftuhah, M. (2024). Strategi Pengembangan Literasi Digital Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Kreatif. PROGRESSA: Journal of Islamic Religious Instruction, 08(02), 123–131. https://doi.org/10.32616/pgr.v8.2.494.123-131

Muwafiq, A., & Nugroho, K. A. (2025). Physics E-Book Using Indigenous Instruments to Foster Critical Thinking and Digital Literacy. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 11(2), 137–154. https://doi.org/doi.org/10.21009/1.11201

Narimo, S., Sulistyanto, H., Prayitno, H. J., Wulandari, M. D., Setyabudi, D. P., Sumardjoko, B., Anif, S., & Awaludin, A. (2025). An empirical study in Indonesia: is adaptive inquiry learning effective for improving higher-order thinking skills of elementary school students? International Journal of Innovation and Learning, 37(2), 179–194. https://doi.org/doi.org/10.1504/IJIL.2025.144198

Nhung, N. T. H., Kien, P. T., Khanh, M. Q., Tinh, T. T., & Phong, T. D. (2025). Digital transformation in Vietnam’s education: Opportunities, challenges, and development strategies. Multidisciplinary Reviews, 8(9), 1–11. https://doi.org/10.31893/multirev.2025282 Digital

Penn, M., Ramnarain, U., & Ramnarain, U. (2025). Creating adaptive learning pathways for inquiry- based learning in school science using generative AI large language models models. International Journal of Science Education, 0693, 1–25. https://doi.org/10.1080/09500693.2025.2574519

Plooy, E. du, Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10(e39630), 1–24. https://doi.org/10.1016/j.heliyon.2024.e39630

Susilana, R., Dewi, L., Setiawan, B., Alias, N., DeWitt, D., Hazar, S., & Zulnaidi, H. (2024). Need Analysis of Critical Thinking Skills Acquisition through Adaptive Learning Model : Indonesian Perspective on Freedom of Learning Curriculum. Al-Ishlah: Jurnal Pendidikan, 16(3), 3487–3500. https://doi.org/10.35445/alishlah.v16i3.4720

Sutopo, A. H. (2010). Multimedia Interaktif dengan Flash. Graha Ilmu.

Tang, J. (2024). The impact of smart learning technologies on students’ cognitive competence: enhancing critical thinking. Education and Information Technologies, 30, 10073–10089. https://doi.org/10.1007/s10639-024-13250-5

Topali, P., Chounta, I.-A., Martínez-monés, A., & Dimitriadis, Y. (2023). Delving into instructor-led feedback interventions informed by learning analytics in massive open online courses. Journal of Computer Assisted Learning, 39, 1039–1060. https://doi.org/10.1111/jcal.12799

Uslan, Abdullah, N. B., Aiman, U., & Yenni. (2025). Pedagogical Efficacy of Guided Inquiry Modules: Enhancing Critical Thinking in Elementary Education Through Quasi-Experimental Validation. Indonesian Journal on Learning and Advanced Education, 7(3), 601–617. https://doi.org/10.23917/ijolae.v7i3.12814

Yusra, A., Neviyarni, S., & Erianjomi. (2022). A Review of Behaviorist Learning Theory and its Impact on the Learning Process in Schools. International Journal of Educational Dynamics, 5(1), 81–91. https://doi.org/doi.org/10.24036/ijeds.v5i1.373