Keywords
critical thinking
student engagement
higher education
quasi-experimental design
How to Cite
Abstract
The development of critical thinking skills has become a central objective of 21st-century education, particularly in higher education contexts where students are expected to analyze, evaluate, and apply knowledge independently. This study aims to examine the effectiveness of inquiry-based learning (IBL) in enhancing university students’ critical thinking skills and promoting engagement and motivation. The findings revealed that the experimental group achieved significantly higher posttest scores (M = 78.6) compared to the control group (M = 65.2), with statistical analysis confirming a significant difference (p < 0.01). Notable improvements were observed in the dimensions of analysis, evaluation, and inference. In addition, inquiry-based learning was found to enhance student engagement and motivation, as learners actively participated in discussions, collaborative tasks, and problem- solving activities. The study also identified several implementation challenges, including students’ initial adaptation difficulties, time constraints, and the need for teacher preparedness. Overall, the results suggest that inquiry-based learning is an effective pedagogical approach for fostering critical thinking, engagement, and learner autonomy in higher education. The study contributes both theoretically and practically by supporting the shift toward student- centered learning and providing insights for educators seeking to implement inquiry-based strategies in diverse educational settings.References
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