Enhancing concept and creative thinking in studentd through inquiry-based learning and metacognitive scaffolding

Abstract

Inquiry Based Learning with Metacognitive Scaffolding (IBL-MS) is one of the learning models used to direct students to think at a higher level in addition to mastering the concepts learned in learning. This study aims to examine the effect of Inquiry-Based Learning (IBL) with and without metacognitive scaffolding on the conceptual understanding and creative thinking skills of pre-service physics teachers on the topic of simple harmonic motion. Inquiry Based Learning with Metacognitive Scaffolding (IBL-MS) integrates its syntax including: orientation, presenting problems, formulating hypotheses, planning experiments, conducting experiments, data collection and data analysis, presentation and drawing conclusions. A quasi-experimental design was employed involving two treatment groups. Instruments included an expert-validated conceptual understanding test and a creative thinking test. Analyse data thoroughly to assess the effectiveness of the intervention. Non-parametric statistical methods were chosen due to the characteristics and distribution of the data. The Wilcoxon Signed-Rank Test was used to compare pre- and post-test scores within each group by ranking the absolute differences between paired observations. A significance level of p < 0.05 was set to identify statistically significant changes. The Mann-Whitney U Test was employed to compare performance differences between two independent groups by comparing the ranks of scores without assuming a normal distribution. The results showed that both groups experienced significant improvement; however, the group receiving metacognitive scaffolding demonstrated significantly higher gains in both conceptual understanding and creative thinking. The metacognitive scaffolding provided through self-questioning technique proved effective in helping students plan, monitor, and evaluate their learning processes, while also stimulating flexibility and originality in scientific thinking. These findings highlight the importance of metacognitive support in inquiry-based learning to cultivate pre-service physics teachers who not only possess strong conceptual understanding but also adaptive creative thinking skills to meet the challenges of 21st-century education. Theoretical and practical implications are discussed.