Inquiry-Based Learning and Its Impact on Critical Thinking: An Empirical Analysis

Abstract

The development of critical thinking skills within Pancasila and Civic Education in Indonesia faces substantial challenges, necessitating innovative instructional approaches to bridge this gap. This paper investigates the effectiveness of the Inquiry-Based Learning Model in enhancing critical thinking within Pancasila and Civic Education classrooms. Through a literature-based research method, this study collects and synthesizes insights from diverse academic sources, applying a descriptive-exploratory framework to explore the theoretical and empirical support for this instructional model. Findings reveal that the inquiry-based learning model significantly improves students' critical thinking abilities by fostering an environment conducive to exploration, reflection, and dialogue. The study underscores the practical value of Inquiry-Based Learning as a tool for not only bolstering educational outcomes but also embedding Pancasila values, thereby guiding students toward becoming active, responsible citizens. Practical implications for educators and recommendations for optimizing this instructional approach in the context of Pancasila and Civic Education are also discussed, emphasizing the role of inquiry-based learning in both cognitive and character development aligned with Pancasila values.