Inquiry-Based Learning in Pancasila and Civic Education: Developing Elementary Students’ Critical Thinking Skills and Learning Outcomes
Abstract
Critical thinking in Pancasila Education should be developed through learning that allows students to ask questions, use evidence, and justify their reasoning rather than merely memorize values. This classroom action research aimed to improve the learning process, critical thinking, and learning outcomes through Inquiry-Based Learning (IBL). The study followed the Kemmis and McTaggart model in two cycles and involved 17 fourth-grade students at MI Muhammadiyah Cece, Alla District, Enrekang Regency, Indonesia. Data were collected through classroom observations, a 20-item achievement test, and documentation. The observation score for critical-thinking processes and inquiry activities increased from 10/28 (35.7%) in the pre-action stage to 15/28 (53.6%) in Cycle I and 25/28 (89.3%) in Cycle II. Mean achievement scores increased from 52.35 to 70.00 and 85.85, while classical mastery rose from 23% to 53% and finally 100%. The overall normalized gain was approximately 0.70, indicating a high level of improvement. These findings indicate that IBL, when supported by appropriate scaffolding and reflective improvement across cycles, can shift Pancasila Education from information reception toward more dialogic, evidence-informed, and reasoned learning.