Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

Increasing Students Critical Thinking Skills and

Learning Motivation Using Inquiry Mind Map
https://doi.org/10.3991/ijet.v16i03.16515

Rima Meilita Sari ()

Universitas Samudra, Langsa, Indonesia
Universitas Negeri Malang, Malang, Indonesia
[email protected]

Sumarmi, I Komang Astina, Dwiyono Hari Utomo

Universitas Negeri Malang, Malang, Indonesia

Ridhwan
STKIP Al-Washliyah, Banda Aceh, Indonesia

Abstract—Critical thinking skills are essential to have to analyze, find

relationships, evaluate, solve problems, and make decisions. Promoting the
student's critical thinking skills could be done by including critical thinking
learning in a learning environment. However, to increase this skill could be
achieved, it required the motivation to learn. This study aimed to improve criti-
cal thinking skills and students' motivation by implementing inquiry mind
maps. The study used a quasi-experimental group with a non-equivalent con-
trol-group pretest-posttest. The experimental class used an inquiry mind map,
whereas the control class requires that conventional learning. The sample con-
sisted of 206 students from different schools and different genders. Data on crit-
ical thinking skills used essay tests. Motivation data learning was taken from
instrument motivation toward science learning. Data of critical thinking skills
and learning motivation analyzed using ANCOVA. The research findings show
that there were differences in the ability to think critically and students' learning
motivation using an inquiry mind map tool. The results also examined no dif-
ference between school and gender on critical thinking skills and learning moti-
vation. The study results show that the inquiry mind map tool was an impact on
increasing critical thinking skills and learning motivation. It was recommended
to develop more other learning tools and a learning model to improve critical
thinking skills. Some implications were also provided in the article.

Keywords—Inquiry mind map, critical thinking skills, learning motivation

1 Introduction
Critical thinking is a cognitive process that includes skills to analyze, evaluate,
infer, and solve problems [1, 2, 3]. During critical thinking, a systematic and orga-
nized thinking process is needed to formulate and evaluate findings obtained based on

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

evidence, assumptions, a logic that can be justified [4]. Having critical thinking skills
encourages students to be skillful in dealing with natural and social environments,
practically and effectively [5]. Therefore, critical thinking skills are needed for habit-
uation and training through the learning environment [6].
Critical thinking skills have been included in school learning since implementing
the 2013 national curriculum in Indonesia. This inclusion is stated in the achievement
of learning outcomes that students must have. However, many students still have low
critical thinking skills in practice in the field. As found by [7, 8] states that critical
thinking skills in school learning are still low. Critical thinking skills in geography
learning are also not much different. Research from [4] and [9] states that critical
thinking skills in geography learning are deficient due to monotonous learning.
Motivation to learn is an encouragement that moves a person to learn [10]. Learn-
ing motivation is an essential factor in learning success. However, the reality in the
field, students still have low motivation in geography learning [11, 12]. In other learn-
ing subjects, similar things were also found [13, 14].
The importance of critical thinking skills and learning motivation encourages sev-
eral studies related to learning innovation. One such innovation is a learning model
that can accommodate critical thinking skills [15, 16, 17, 18]. The learning model that
allows students to practice critical thinking skills has shifted the understanding of
traditional education to a more modern direction.
One of the learning models that match the challenges of 21st-century learning is
the inquiry model. Inquiry models have been shown to be able to improve high-level
thinking skills [19, 20, 21]. This is because inquiry learning emphasizes how to con-
struct science by building experience and knowledge through investigation to activate
thinking skills [22]. Besides, inquiry learning also emphasizes the process of problem-
solving and active learning processes to increase students’ learning motivation [23].
Motivation can be formed through challenging activities of investigation and prob-
lem-solving.
In addition to using the inquiry learning model, mind map needs to be used to
improve critical thinking skills and learning motivation [21, 24, 25]. A mind map is
recommended to complement the inquiry model because its function has been proven
able to help students build knowledge through steps to organize several topics related
to the problem [26, 27]. Furthermore, a mind map is also able to accommodate
students to construct knowledge and activate the brain's work steps. This is because
students are free to create color, writing, shape, and size [28].
The use of mind maps can adapt to students' development needs close to the use of
technology. One of them is using mind maple software. Mind maple is based on data,
so students can do work projects and make it easier for students to organize projects
based on inquiry activities. Therefore, the inquiry mind map tool is expected to im-
prove critical thinking skills and learning motivation. This study also looked at gender
factors as a moderator variable. This is based on previous research, which states that
gender differences can significantly influence critical thinking skills and learning
motivation [21, 29, 30, 31, 32]. Based on the explanation, the research hypothesis that
might occur was that there is an influence between using the learning model on the
two variables studied. The results and discussion sections provide details about this
hypothesis.

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

2 Literature Review

2.1 Critical thinking skill

Critical thinking skills are among the categories of high-level thinking introduced
by John Dewey in 1910 [33, 34]. Critical thinking is a reflective thinking process that
focuses on deciding the truth of facts and data [35]. Critical thinking has the charac-
teristics of being able to formulate, analyze, reflect, and evaluate from various per-
spectives [36]. Therefore, critical thinking is often known as the most responsible
thinking.
Building critical thinking skills need steps of rational and systematic thinking. The
process of critical thinking requires observation and analysis of similarities and dif-
ferences and causal relationships continuously [37, 38]. Critical thinking skills are
essential for students to quickly identify reliable points and information, provide a
focus on better learning, and be sensitive to situations in the field.

2.2 Learning motivation

Learning motivation is a combination of words from "motivation" and "learning."
Motivation is a state of self that moves individuals to take action [39]. In the context
of learning motivation, motivation is the situation in students that moves them to learn
to obtain the expected learning outcomes. There are two influences of learning moti-
vation, namely from the context of learning and socio-cultural influences [40].
Learning motivation influences learning interest, which causes motivation to be an
essential factor in determining learning success [15, 41]. Motivation can occur from
inside or outside of the students themselves. Internal factors, namely an individual,
feel the importance of learning for his development, for example, interest in science
and learning orientation. External factors in the form of stimuli from other people and
from the surrounding environment that can affect self-motivated people, for example,
teacher quality, material weight, learning methods, class conditions, and facilities
supporting learning activities.

2.3 Inquiry mind map

The development of the mind map inquiry tool was inspired by mind maps to assist
student inquiry learning activities. The inquiry activity is one of the learning steps in
the inquiry learning model. The inquiry learning model is a learning model developed
by Richard Suchman [42]. This model is under the constructivist learning theory. The
inquiry model has the characteristics of student-centered learning, the learning pro-
cess is done by question and answer, and the teacher as a facilitator of learning activi-
ties. The contribution of the inquiry learning model to improve high-level thinking
skills is in the syntax of inquiry [21].
A mind map is a tool used to organize ideas, concepts, and information and make
thinking more effective and systematic [43]. The mind map model aims to activate the
brain's work steps through variations in color, shape, and writing [43]. The mind map
gives students the freedom to search for knowledge and learning experiences inde-

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

pendently [44]. Therefore, this model is suitable for constructing knowledge and is
recommended to be developed [45, 46].
Mind Maple software is a learning media that is used to present findings in a more
structured form. Mind Maple is software that can be used on computers and tablets
that are easily accessed by students. Mind maple has a more positive impact on learn-
ing outcomes than using other presentation media such as PowerPoint [47].

Fig. 1. Inquiry Mind Map

2.4 Research objective

Based on previous research, no studies that explicitly examined the effect of in-
quiry learning assisted with the inquiry mind map tool on critical thinking skills and
integrated learning motivation in terms of gender differences. Therefore, the purpose
of this study was to identify:

1. Differences in critical thinking skills between students given treatment using in-
quiry learning assisted with inquiry mind map tool and those who taught using
conventional learning
2. Differences in learning motivation between students given treatment using inquiry
learning model integrated with a mind map and those who taught using conven-
tional learning
3. Differences in critical thinking skills between male and female students
4. Differences in learning motivation between male and female students
5. Differences in critical thinking skills influenced by the interaction of learning tool
and gender
6. Differences in learning motivation influenced by learning tool and gender interac-
tion

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

The results of the study were expected to contribute to providing a choice of inno-
vative models to develop critical thinking skills and student learning motivation fol-
lowing the demands of the 21st-century industrial revolution.

3 Methodology

3.1 Research design

The study produced quantitative data from the quasi-experimental research design
with the non-equivalent pretest-posttest control group using 2x2 factorial. There were
two independent variables and two dependent variables. The independent variable
was the learning model (inquiry model assisted by mind map and conventional learn-
ing) and gender (male and female). The dependent variable was critical thinking skills
and learning motivation. The description of experimental research design can be seen
in Table 1 as follows.

Table 1. Design of Experimental Research

Pretest Group Post-test
O1 X1Y1 O2
O3 X1Y2 O4
O5 X2Y1 O6
O7 X2Y2 O8
Notes:
O1,3,5,7 = pretest (critical thinking skills and learning motivation)
O2,4,6,8 = post-test (critical thinking skills and learning motivation)
X1 = inquiry mind map tool at students’ learning activities
X2 = conventional learning
Y1 = Male
Y2 = Female

The first step of the research was to determine the control group and the experi-
mental group. The second step was students working on the pretest of critical thinking
skills and learning motivation. The third step was the experimental group's treatment
using an inquiry learning assisted inquiry mind map tool while the control group used
conventional learning. The final step of the research was that students work on post-
test critical thinking skills and learning motivation.

3.2 Research population and sample

This study's population was all high school students of class XI of 13 high schools
in the city of Banjarmasin, Indonesia. Schools selected as research subjects represent
the geographical part of the city of Banjarmasin. High School A is located in the north
of Banjarmasin, High School B represents the central part of Banjarmasin, and High
School C is in the southern part of Banjarmasin. The total sample study involved 206
different gender students. The study involved 115 male students and 91 female stu-
dents. The sample selection used a multi-stage sampling technique by selecting school

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

samples and determining the selected schools' experimental and control groups.
Determination of the experimental group and the control of the selected school was
based on the final school exam scores that were almost close together.

3.3 Research setting

This research was conducted for 12 meetings over 3 months, starting from October
to December 2018. The research took the material in accordance with the ongoing
material in the class, namely "analyzing national food security, industrial materials
supply, and the potential for new and renewable energy in Indonesia." The material
was held for 90 minutes for each meeting.

3.4 Research implementation

The inquiry mind map tool's implementation was conducted in 3 classes in each
different school as the experimental group. The same thing was applied to the control
group taught with conventional learning. The learning step uses the inquiry mind map
tool to use inquiry activity learning. there are 8 steps of learning, namely:

1) Problem solving
2) Formulation of hypotheses
3) Designing an ideal framework on the inquiry mind map tool
4) Experimenting to obtain data
5) Creating a mind map
6) Group discussion
7) Final production of the inquiry mind map
8) Conclusions.

The experimental group was equipped with a student worksheet that contained in-
structions for implementing learning and investigative instructions. Student work-
sheets were adjusted to the inquiry learning model by modifying the inquiry mind
map as a tool created to facilitate the organization of ideas and findings. Students in
the experimental group were taught to conduct experiments and investigations on the
problems presented. The problems presented were given by the teacher following the
topic of discussion at each meeting.
The stages of learning in the experimental group included: the teacher provided a
general description of the problem. Next, the teacher divided students into 8 heteroge-
neous groups and shared assignments. Meanwhile, students formulated problems and
started predicting the answer. Students began to formulate solutions and arranged
mind map frameworks to organize investigative activities in the next stage. After that,
students carried out investigative and experimental activities to find solutions and
collected data and facts from various sources to test hypotheses. Furthermore, stu-
dents were re-assembled to reflect on quick answers. At this stage, students were
given the freedom to present the results to other groups. In contrast, other groups
review the strengths and weaknesses of the presenter group's investigation results.

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

Weaknesses in the interim review results are material to conduct further investigations
and experiments to prove the truth. The results of further investigations were
described in a mind map, which consisted of conclusions of the problem, data, and
facts found, the investigation process, solutions, alternative solutions, strengths, and
weaknesses of the solutions provided. The results of the mind map were then dis-
played and discussed again with other groups. This stage aimed to obtain feedback
and suggestions from other groups, allowing students to find other alternative solu-
tions and reevaluate the correctness of data and facts found. The control group used
the same duration and essential competencies as the experimental group. The learning
method used in the control group was discussion and question and answer.

3.5 Instrument

Instruments were given to 206 students before treatment (pretest) and after treat-
ment (posttest). The instrument consisted of 2, namely the instrument of critical think-
ing skills and learning motivation. Assessing students' critical thinking skills used an
instrument of critical thinking ability [4]. The instrument is in the form of an essay
test. The reason for choosing an essay test in critical thinking skills was that this type
of test was most effective in assessing complex learning outcomes and required con-
sideration [48]. The essay test was also chosen because it was considered most suita-
ble to be implemented in Indonesia [21]. The test was adjusted to the fundamental
competencies "analyzing National Food Security, Industrial Material Supply, and
Potential for New and Renewable Energy in Indonesia".
To measure learning motivation, we use instrument Student Motivation Toward
Science Learning (SMTSL) by [49]. The reason for using this learning motivation
instrument was that active learning was influenced by stimulation from the same envi-
ronment as the application of treatment to each group. Instrument SMTSL consisted
of six assessment indicators, namely:

1) Self-efficacy
2) Active learning strategy
3) Science learning value
4) Performance goals
5) Achievement goals
6) Learning environment stimulation [49]

The instrument was a questionnaire with 5 measuring scales using a Likert scale
from answers 1 (strongly disagree) to 5 (strongly agree). The instrument had been
validated in content and construct. The Cronbach alpha calculation of six indicators
was 0.870. The Pearson correlation calculation number ranged from 0.09 - 0.51.

3.6 Data collection and data analysis

Quantitative data were collected based on the pre-test and post-test results in the
experimental and control groups who took the test of critical thinking skills and learn-

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

ing motivation. Data were analyzed using covariance analysis (ANCOVA), normality
test, and homogeneity with SPSS 23 for windows. Before starting the covariance
(ANCOVA), the normality test was carried out using the Kolmogorov - Smirnov One
Sample. Then the data were tested for homogeneity using Leven's test.

4 Result

This study aimed to answer the research questions that had been formulated. Be-
fore carrying out the ANCOVA test, a normality and homogeneity test was carried out
to determine which data was normally distributed and homogeneous. The p-value> α
(α = 0.05) in the normality test using the Kolmogorov Smirnov test and p-value> α (α
= 0.05) in the homogeneity test using the Levene’s test. Test for the normality of
critical thinking skills showed a value of 0.08> α, which meant that data was normally
distributed. The homogeneity test results showed 0.09> α, which meant that students'
critical thinking skills were homogeneous. Furthermore, the normality test results of
learning motivation showed a value of 0.200> α, which meant the data was normally
distributed. In contrast, the homogeneity value showed 0.070> α, which meant the
data was homogeneous. The results of ANOVA analysis on the variables of critical
thinking skills and learning motivation are summarized in Table 3.

Table 2. ANCOVA Test on Critical Thinking Skills and Learning Motivation

Source Df Means Square F Sig ηp2
Corrected Model 3 2743.340 17.135 .000 .203
Intercept 1 1210551.077 7561.287 .000 .974
Gender 1 1.087 .007 .934 .000
Critical Thinking After Model 1 8222.461 51.359 .000 .203
Implementation* Gender*Model 1 62.366 .390 .533 .002
Error 202 160.099
Total 206
Corrected Total 205
Corrected Model 3 208.155 3.780 .010 .054
Intercept 1 4122575.350 76639.474 .000 .997
Gender 1 177.125 3.293 .071 .016
Learning Motivation Model 1 307.904 5.709 .018 .027
After Implementation** Gender*Model 1 176.203 3.276 .072 .016
Error 202
Total 206
Corrected Total 205
Note:
*R Squared = .203 (adjusted R Squared = .191)
**R Squared = .054 (Adjusted R Squared = .040)

Based on Table 2, it is known that there were differences in critical thinking skills
between experimental group students and control group students. This was indicated
by the effect test value F = 51,359 with a significance level of 0,000 (p> 0.05). The
model provided a large effective contribution to critical thinking skills with a value of

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

ηp2 = 0.203. The covariance test results also showed no difference in critical thinking
skills between male and female students with a value of F = 0.007 with a significance
level of 0.934 (p> 0.05). Table 3 also shows that there was no difference in critical
thinking skills as a result of the interaction between learning models and gender with
a value of F = 0.390 with a significance level of 0.533 (p> 0.05).
Furthermore, the ANOVA test results on learning motivation variables showed dif-
ferences in learning motivation between the experimental group students and the con-
trols with a value of F = 5.709 with a significance level of 0.018 (p> 0.05). The learn-
ing model provided a significant contribution to increasing learning motivation with a
value of ηp2 = 0.027. Meanwhile, from the results, it can be seen that there was no
influence between male and female students in learning motivation with a value of F
= 3.293 by a significance level of 0.071 (p> 0.05). Likewise, the learning motivation
was based on the results of the interaction between the model and gender differences
which showed that there was no significant difference with the value of F = 3.276 and
the significance level of 0.072 (p> 0.05).

5 Discussion

The results showed that critical thinking skills and learning motivation in-creased
after treatment in the experimental class using learning activities with an inquiry mind
map tool. This proved that learning activities in using inquiry mind map tools were far
better than the conventional class. This result was supported by previous research that
mind map can complement the implementation of the inquiry activities [50].
Using learning activities with an inquiry mind map tool can improve critical think-
ing skills supported by previous research. Research from [51] stated that the inquiry
model supports high-level thinking skills through formulating problems, building
knowledge through investigation, and solving problems. This process involved stu-
dents thinking actively during the learning activities [52, 53, 54]. This process makes
students trained to seek their knowledge, so students are accustomed to assessing the
validity of the knowledge gained. Critical thinking skills were also supported by the
findings of [55] which explained that if students search for knowledge by themselves,
it could improve their understanding because, during the process of finding
knowledge, their critical thinking skills will increase.
In the inquiry process, students build knowledge through a problem-solving pro-
cess. This process has an output in the form of solutions that can improve thinking
critically, creatively, decision making, and process information [56, 57]. This was
reinforced with the help of inquiry mind map tools during learning activities. This tool
made it easy for students to organize ideas and activate brainwork so that findings
during inquiry activities can be organized neatly [5, 21, 50].
The inquiry mind map tool can give students freedom during learning activities
because it supported inquiry activities. This finding was supported by [21], who
explained that the mind map could facilitate each step of inquiry while integrating it
so students can organize and understand information systematically and effectively.

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

This ability started from basic knowledge to more complex. This made mind map
capable of supporting critical thinking skills components [58].
Inquiry mind map tools can give students an unexpected way of thinking. The ease
provided by the mind map can provide an overview of information by combining
images, words, numbers, and colors. This technique activates the brain's working
steps in thinking and gives a big picture and details of small drawings at the same
time, so that it makes easier for students to construct knowledge and improve skills
for thinking scientifically, creatively, and innovatively [27].
In learning motivation, the inquiry activities give students the freedom to seek their
knowledge. The freedom given by the teacher is always related to problem-solving.
Freedom during learning makes students feel happy and have high motivation while
participating in learning activities [59]. Freedom of learning creates intrinsic motiva-
tion that leads to successful learning [60]. [61] states that the success of learning out-
comes is determined if students have high learning motivation.
Grouping students in inquiry learning helps achieve learning goals because they do
not feel alone in learning activities [23]. The similarity of activities spurs students to
continue to solve problems together. The existence of discussions between individuals
in groups and outside groups allows students to enrich information to prefer learning.
The results of a similar study were also revealed by [62] which states that inquiry-
based activities have an impact on increasing positive attitudes during learning
because students have the freedom to choose projects that are in demand and able to
provide opportunities for students to assess their abilities.
Using inquiry mind map tools at learning activities gave a positive result on
increasing the learning motivation of the experimental class students. The investiga-
tion process using mind map makes it easy for students to understand and remember
because it uses keywords that are determined by students. Furthermore, learning using
mind map assistance makes it easier for students to gather information during the
learning process so that it is more attractive [63]. The results of this study are also
supported by research from [44] and [55] which stated that the mind map model could
facilitate the process of identifying information to be better, facilitate the process of
combining information, and memory, and increase students' interest in learning.
The ANCOVA test results of gender's influence of gender on critical thinking skills
showed no differences in critical thinking skills between men and women. This is
because the learning process experienced by male and female students is the same or
without differences. Some studies also support findings stating that there is no effect
of gender differences on critical thinking skills [29, 30]. However, some previous
findings are known to be different from the results of this study. [32] stated that
female students have critical thinking skills better than male students do. [1] stated
that male students tend to have better critical thinking skills than female students do.
The results of the study also showed that there was no difference in motivation for
learning in terms of gender differences. This is because male and female students
experience the same treatment in the experimental and control groups. In the experi-
mental group, inquiry activity was carried out by dividing students into eight groups
with a heterogeneous division (regardless of differences in learning and gender val-
ues). Inquiry learning using heterogeneous groups is far more effective for construct-

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Paper—Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

ing student knowledge because each student has different knowledge and experience
[64]. The study results are supported by previous findings that there is no difference
in student learning motivation in terms of gender differences [65]. However, [66]
stated that the research results he conducted are different, which shows that female
students have higher learning motivation than male students. Similar results were also
shown by [31], which stated that female students' learning motivation was far greater
than male students. Other research results also show no interaction between models
and gender concurrently towards critical thinking skills and learning motivation. This
is caused by critical thinking skills and learning motivation, which have significant
differences when viewed from model treatment differences. However, there were no
significant differences found when viewed by gender differences. It can be concluded
that the inquiry mind map can improve critical thinking skills and learning motivation
in all students regardless of gender differences.

6 Conclusion

The results showed that:

1) There were differences in critical thinking skills between the experimental group
students who were using inquiry mind map tools for learning activities and control
group students treated using conventional learning
2) There were differences in the learning motivation of the experimental group and
the control group
3) There was no difference in critical thinking skills between male and female stu-
dents
4) There was no difference in learning motivation between male and female students
5) There was no difference in Critical thinking skills influenced by the interaction of
learning models and gender
6) There was no difference in learning motivation influenced by the interaction of
learning models and gender

The results also show that using an inquiry mind map tool for learning activities
can improve critical thinking skills. Student learning motivation was better than stu-
dents who had not used it. This study was limited to two influential variables. Further
research is suggested to link more variables that influence each other's critical think-
ing skills and learning motivation.

7 Acknowledgement

The author would like to thank the Institute of Education Fund Management
(LPDP) in the Indonesian Domestic Lecturer Scholarship (BUDI DN) scheme for
their financial support in conducting this research. The author also wishes to thank the
Faculty of Social Sciences, the State University of Malang for allowing the writer to
learn and collaborate.

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9 Authors

Rima Meilita Sari is a lecturer at the Geography Education Program, Faculty of

Teacher Training and Education, Universitas Samudra, Langsa, Indonesia.
Sumarmi is a Professor, Researcher, and senior lecturer at the Geography Educa-
tion Program, Faculty of Social Science, Universitas Negeri Malang, Jl. Semarang
No. 5, Malang, Jawa Timur, Indonesia.
I Komang Astina is a senior lecturer at the Geography Education Program, Facul-
ty of Social Science, Universitas Negeri Malang, Jl. Semarang No. 5, Malang, Jawa
Timur, Indonesia.
Dwiyono Hari Utomo is a senior lecturer at the Geography Education Program,
Faculty of Social Science, Universitas Negeri Malang, Jl. Semarang No. 5, Malang,
Jawa Timur, Indonesia.
Ridhwan is a lecturer at the Geography Educational Program, STKIP Al-
Washliyah, Banda Aceh, Indonesia

Article submitted 2020-06-23. Resubmitted 2020-09-23. Final acceptance 2020-09-23. Final version
published as submitted by the authors.

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