The Effectiveness of the Inquiry-Based Learning Model on the Problem-Solving Skills of Children Aged 4–5 Years
DOI:
https://doi.org/10.31000/ceria.v15i3.16814Keywords:
Inquiry-Based Learning, Problem-Solving Skills, Early Childhood, Quasi-ExperimentalAbstract
This study aimed to determine the effectiveness of the Inquiry-Based Learning model in improving the problem-solving skills of children aged 4–5 years at TK Aisyiyah Karangagung. This research employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The participants consisted of 30 children who were divided into an experimental group and a control group, with 15 children in each group. Data were collected through observation sheets developed based on the Early Childhood Development Achievement Standards (Standar Tingkat Pencapaian Perkembangan Anak [STPPA]). Data analysis was conducted using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and the Independent Samples t-test with the assistance of IBM SPSS Statistics version 26. The findings revealed that the mean score of the experimental group increased from 10.00 in the pretest to 15.20 in the posttest. Furthermore, the Independent Samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the experimental and control groups. Therefore, the Inquiry-Based Learning model was proven to be effective in improving the problem-solving skills of children aged 4–5 years. These findings suggest that Inquiry-Based Learning can serve as an alternative instructional model to support children's cognitive development, particularly in fostering problem-solving skills.
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