Susana Eka Dewi, Punaji Setyosari, Yusuf Hanafi, Supriyono
Recognizing that previous studies have yielded mixed results, this meta-analysis seeks to assess the overall impact of inquiry-based learning (IBL) models on learners' critical thinking skills while also examining the consistency of these outcomes through sensitivity analysis and evaluation of publication bias. A total of 23 effect measures were analyzed from 23 empirical studies published between 2016 and 2025, involving approximately 2,500 participants from various educational backgrounds. The results of the study show that the application of inquiry-based learning has a strong and meaningful influence on students' critical thinking skills. In general, the findings of the study showed consistent differences between the studies analyzed, but the results remained stable despite retesting of the extreme data. Despite indications of publication bias, the influence of inquiry-based learning was still significant after adjustments, thus reinforcing the conclusion that this approach is effective in improving students' critical thinking skills. These findings suggest that IBL is effective in improving critical thinking skills by activating key cognitive processes, such as analysis, inference, and evaluation, and is worthy of wider adoption in 21st-century learning curricula. © 2025, Southeast Asian Association for Institutional Research. All rights reserved.
The State University of Malang, Indonesia
