Implementation Of Inquiry-Based History Learning As An Effort To Improve The Critical Thinking Skills Of SMAN 1 Penukal Students

Abstract

The purpose of this study is to describe the implementation of inquiry-based history learning in improving the critical thinking skills of grade XI students at SMAN 1 Penukal. The method used in this study uses a qualitative approach with an instrumental case study design. Data collection techniques include observation, interviews, and documentation, while analysis is carried out through data reduction, thematization, and interpretation. The results of the study show that the inquiry learning model is applied through the stages of orientation, problem formulation, data collection and analysis, conclusion preparation, presentation of results, and reflection. Students' critical thinking activities develop in the form of the ability to interpret historical information, analyze and evaluate sources, formulate evidence-based arguments, and reflect on the thought process independently and collaboratively. Supporting factors include teacher commitment, availability of contextual learning resources, and student enthusiasm, while inhibiting factors include limited student historical literacy, time management, passive learning habits, and limited teacher training. The optimization strategies implemented include challenging material planning, consistent application of inquiry stages, collaborative discussions, and structured reflection by teachers and students.