Nurul Izhan Pepridel Yulanda, Rivan Gestiardi, Subanji, Toto Nusantara, Punaji Setyosari
This meta-analysis synthesizes empirical evidence from 17 studies (N = 2,052) examining the effectiveness of artificial intelligence-enhanced inquiry-based learning on higher-order thinking skills (HOTS). A random-effects model revealed a medium-to-large positive effect (g = 0.696, 95% CI [0.607, 0.785], p < 0.001). Subgroup analyses showed that generative AI technologies, particularly ChatGPT (g = 0.754), outperformed traditional intelligent tutoring systems (g = 0.614), and problem-based learning demonstrated the highest effectiveness (g = 0.812). Meta-regression identified intervention duration as a significant predictor of effect size. Cochrane Risk of Bias 2.0 classified 59% of studies as low risk. Sensitivity analyses confirmed robustness and publication bias was minimal. These findings support the integration of AI technologies into inquiry-based pedagogical frameworks to enhance higher-order thinking skills. © 2026 Informa UK Limited, trading as Taylor & Francis Group.
Doctoral Program of Basic Education, Faculty of Postgraduate School, Universitas Negeri Malang, Malang, Indonesia
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