Abstract:
Student thinking in biology lessons has become the main focus of several recent
studies. The research aims to reveal: (1) Differences in student level of thinking before and after
the implementation of inquiry-based science learning; (2) Differences in student level of thinking
before and after the application of conventional learning; and (3) differences in student level of
thinking between students taught by inquiry-based science learning and conventional learning.
Samples were 63 students in class X IPA SMA Negeri 2 Fakfak, West Papua. A total of 30
students in the experimental group, and 33 students in the control group. Data were collected
using 9 items of students' thinking ability test. To measure the thinking level of students, rubric
5 levels of SOLO Taxonomy are used. Data analysis were used Wilcoxon test and Mann Whitney
Test. The results of the analysis show that 29 students experienced an increase and 1 student
remained at the level of thinking in inquiry-based science learning class (p < .05), 14 students
experienced an increase and 19 students remained at the level of thinking in the conventional
learning class (p < .05), and students who taught inquiry science learning has a better level of
thinking compared to students in conventional learning (p < .05). We conclude that inquiry based science learning has a better effect on the level of thinking of students than conventional
learning. Going forward, to improve students' thinking skills, teachers can use inquiry-based
science learning
