Guided Inquiry Using Flipbook Media to Improve Critical Thinking in History Learning

Abstrak

This study examined the implementation of guided inquiry supported by flipbook media to improve students’ critical-thinking abilities in history learning. The study employed classroom action research involving 36 students in class X E3 at SMA Negeri 4 Surakarta during the 2023/2024 academic year. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through classroom observations, interviews, questionnaires, document analysis, and 10-item multiple-choice posttests. Critical thinking was assessed through five indicators: providing simple explanations, building basic skills, drawing conclusions, providing further explanations, and managing strategies and techniques. The questionnaire results showed an increase in the average critical-thinking score from 68.57% in the pre-cycle to 75.35% in Cycle I and 81.24% in Cycle II. The mean posttest score increased from 65.27 to 74.72 and 82.78, respectively. Classical completion also increased from 36% in the pre-cycle to 56% in Cycle I and 89% in Cycle II. These findings indicate that guided inquiry supported by flipbook media can improve students’ critical-thinking abilities and provide a more active and varied approach to history learning.