The Impact of Brainstorming Method on Students' Questioning and Inductive Thinking Skills in Static Fluid

Abstract

The present study aims at investigating the impact of brainstorming method on the students' questioning and inductive thinking skills as well as their learning outcomes. The quantitative approach, quasi-experimental method, and Pretest-Posttest Groups Design were used in this study. A total of 2 classes were randomly selected from 4 classes, each of which was employed as the experimental group (28 students) and control group (26 students). For data collection, the test was utilized to obtain the learning outcome while the non-test to obtain the increased questioning and inductive thinking skills. The descriptive statistics and N-Gain analysis were used as data analysis techniques. The results indicate a significant increase in the learning outcomes, significant differences in the questions, and inductive thinking skills after the instruction using a brainstorming method had been provided. An increase occurs in the questioning and inductive thinking skills between the first and third meetings. Based on the three results obtained, it is concluded that the use of brainstorming method in learning the Static Fluid material can extremely improve the students' learning outcomes, and inductive thinking and questioning skills. It is highly recommended that teachers use the brainstorming method as an alternative method in order to enhance students' learning outcomes, questioning, and inductive thinking.