The Development of Learning Achievement and Analytical Thinking Skills on the Topic “Goods and Services Production” for Grade 8 Students Using the Inquiry-Based Learning with Card Game

Abstract

This research aimed to (1) compare the learning achievement after instruction on the topic of Goods and Services Production of Grade 8 students between an experimental group and a control, (2) compare the analytical thinking skills before and after instruction of Grade 8 students who received instruction through the Inquiry-Based Learning model integrated with card games, and (3) examine the students’ satisfaction with the Inquiry-Based Learning model integrated with card games. The sample consisted of 30 Grade 8/2 students as the experimental group and 30 Grade 8/5 students as the control group. This research employed a quasi-experimental design. The research instruments included 1) a card game on the topic of Goods and Services Production, 2) lesson plans based on an Inquiry-Based Learning model integrated with card games, 3) lesson plans based on a conventional teaching method, 4) a learning achievement test, 5) an analytical thinking skills assessment form, and 6) a satisfaction questionnaire. Data were analyzed using the mean, standard deviation, and independent samples t-test. The results of the study showed that (1) the learning achievement on the topic of Goods and Services Production of the experimental group taught using the Inquiry-Based Learning model integrated with card games was significantly higher than that of the control group taught using the conventional teaching method at the .05 level of statistical significance, (2) the analytical thinking skills after instruction of the experimental group were at a good level, which was higher than before instruction, and (3) the satisfaction of the experimental group with the Inquiry-Based Learning model integrated with card games was overall at the highest level.