Enhancing Students’ Critical Thinking in Physics through Discovery Learning-Based Worksheets: Integrating Facione’s Framework in a Quasi-Experimental Study
DOI:
https://doi.org/10.37630/jpm.v16i3.4613Keywords:
Discovery Learning, Critical Thinking Skills, Physics Education, Student Worksheets, Facione FrameworkAbstract
This study aims to investigate the effect of discovery learning-based student worksheets on improving students’ critical thinking skills in physics, particularly on the topic of straight motion. A quasi-experimental design with a non-equivalent control group was employed, involving 66 eleventh-grade students divided into an experimental group (n = 34) and a control group (n = 32), selected through purposive sampling. Data were collected using a set of 20 validated multiple-choice items designed to measure critical thinking skills. The results reveal that the experimental group achieved a higher mean posttest score (M = 75.64) compared to the control group (M = 71.91), with a moderate N-gain value (0.57). Statistical analysis using the independent samples t-test indicates a significant difference between the two groups (p = 0.01 < 0.05), confirming the effectiveness of the intervention. Notably, the highest improvement was observed in the inference indicator (91.18%), suggesting that the Discovery Learning approach particularly enhances students’ ability to draw logical conclusions. This study contributes an empirically-tested worksheet model that explicitly maps each discovery learning stage to a specific Facione critical thinking indicator. The differentiated N-Gain outcomes observed per indicator (ranging from 0.27 for self-regulation to 0.84 for inference) serve as empirical evidence of the mapping’s differential instructional effect, providing measurable diagnostic value beyond a holistic improvement score. It should be noted that the causal contribution of each individual worksheet stage to each specific indicator has not been directly tested; the observed differentiation represents a theoretically-grounded design inference supported by indicator-level outcome patterns. It is recommended that educators adopt discovery learning-based instructional materials that are explicitly aligned with critical thinking indicators to optimize students’ higher-order cognitive skills. Future research should examine the long-term impact of such interventions and explore their applicability across different scientific domains and educational contexts.
Downloads
References
Aditya, D. Y. (2021). The influence of the discovery learning model on students’ critical thinking skills in physics. Journal of Physics Education, 9(2), 102–113. https://doi.org/10.21009/1.09210
Amaniyah, R., & Sugiarto, B. (2021). The effectiveness of guided discovery-based student worksheets in science learning to improve critical thinking skills. Journal of Educational Science and Technology, 7(1), 45–54. https://doi.org/10.26858/est.v7i1.15561
Anjarsari, P., & Prasetyo, Z. K. (2022). The importance of training critical thinking skills in science learning in secondary schools. Indonesian Journal of Educational Science, 6(1), 1–12. https://doi.org/10.31605/ijes.v6i1.1825
Apriani, D., Setiawan, A., & Purwanto, A. (2023). Meta-analysis of the effect of discovery learning on higher-order thinking skills of high school students. Journal of Physics Education Research, 10(1), 55–67. https://doi.org/10.20961/jper.v10i1.70123
Ardiansyah, A., Ishafit, I., & Toifur, M. (2021). The effect of discovery learning-based student worksheets on critical thinking skills and physics learning activities. Journal of Science Education Research, 7(2), 91–100. https://doi.org/10.30997/jser.v7i2.4876
Azizah, R., Yuliati, L., & Latifah, E. (2021). Difficulties in solving physics problems in high school students. Journal of Physics Research and Its Applications, 6(2), 55–67. https://doi.org/10.17977/um024v6i12021p055
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Dewi, N. R., & Wardani, S. (2022). Discovery-based learning innovation to improve students’ higher-order thinking skills. Phenomenon: Journal of Mathematics and Natural Sciences Education, 12(1), 25–37. https://doi.org/10.21580/phen.2022.12.1.10965
Dzikro, W., Zulfiani, Z., & Juanengsih, N. (2021). The influence of the discovery learning model on critical thinking skills and student learning outcomes. Bioedukasi: Journal of Biology Education, 14(1), 48–58. https://doi.org/10.20961/bioedukasi-uns.v14i1.44256
Ekawati, Y. I., & Ilyas, A. (2022). The effectiveness of scientific-based student worksheets on high school students’ critical thinking skills. Indonesian Journal of Science and Mathematics Education, 5(2), 180–191. https://doi.org/10.24042/ijsme.v5i2.12308
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment, 1–30.
Fadillah, A., Harjono, A., & Gunawan, G. (2025). Enhancing students’ critical thinking skills through inquiry-based learning integrated with digital worksheets in high school physics. Jurnal Pendidikan Fisika Indonesia, 21(1), 1–12. https://doi.org/10.15294/jpfi.v21i1.45123
Fahaluddin, I., Halim, A., & Khaldun, I. (2021). The effect of discovery-based worksheet models on students’ activities and critical thinking skills in physics learning. Indonesian Journal of Physics Education, 17(1), 99–109. https://doi.org/10.15294/jpfi.v17i1.22685
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Fuadi, H., Robbia, A. Z., Jamaluddin, J., & Jufri, A. W. (2022). Analysis of the causes of low science literacy of students and alternative solutions. Jurnal Ilmiah Profesi Pendidikan, 5(2), 108–116. https://doi.org/10.29303/jipp.v5i2.127
Gunawan, R., Sahidu, H., & Harjono, A. (2022). The effect of the discovery learning model assisted by PhET simulation media on the critical thinking of prospective teacher students. Jurnal Kumparan Fisika, 5(1), 11–18. https://doi.org/10.33059/jkf.v5i1.4521
Hermawan, D., Setiawan, A., & Rustaman, N. Y. (2025). The role of structured student worksheets in developing Facione’s critical thinking competencies in secondary science education. International Journal of Science Education, 47(2), 215–234. https://doi.org/10.1080/09500693.2025.2187456
Hosnan, M. (2022). Scientific and contextual approaches in 21st century learning. Ghalia Indonesia.
Kusprayanto, H. N., Santoso, A., & Akbar, S. (2022). Development of student worksheets based on guided discovery to improve critical thinking skills and science concept understanding in elementary school students. Journal of Education, 6(4), 61–72. https://doi.org/10.31004/joe.v6i4.3874
Laili, N., Budi, S. H., & Supriyadi, B. (2022). Analysis of high school students’ critical thinking skills on static electricity. Proceedings of the National Seminar on Physics Education, 7(1), 28–40.
Marzuki, M., Sadrina, S., & Rizqi, I. (2022). Application of the problem-discovery learning model to increase student activeness in physics subjects. CIRCUIT: Scientific Journal of Electrical Engineering Education, 6(1), 19–30. https://doi.org/10.22373/crc.v6i1.12209
Nisa, S., Utaya, S., & Utomo, D. H. (2022). The influence of the discovery learning model on the critical thinking skills of geography education students. Journal of Education, 7(10), 1308–1318. https://doi.org/10.31004/joe.v7i10.3678
Novayani, W. (2021). The effect of the discovery learning model on junior high school students’ critical thinking skills on environmental pollution. Scientific Journal of Biology Education, 7(1), 29–38. https://doi.org/10.22437/bio.v7i1.12096
Nurrohmi, Y., Harjono, A., & Gunawan, G. (2022). The effect of discovery learning-based worksheets on students’ critical thinking skills in physics. Jurnal Pendidikan Fisika Indonesia, 18(1), 45–56. https://doi.org/10.15294/jpfi.v18i1.32561
OECD. (2023). PISA 2022 results (volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Rahmadani, N., & Anugraheni, I. (2022). Increasing students’ learning activities through problem-based learning in elementary school. Scholaria: Journal of Education and Culture, 7(3), 241–250. https://doi.org/10.24246/j.scholaria.2022.v7.i3.p241-250
Rahmawati, I., Suyanto, S., & Mahmudi, A. (2026). Discovery learning-based instructional materials and their impact on higher-order thinking skills: A systematic review. Jurnal Penelitian Pendidikan IPA, 12(1), 88–101. https://doi.org/10.29303/jppipa.v12i1.51234
Ristiasari, T., Priyono, B., & Sukaesih, S. (2023). The effect of problem solving learning model with mind mapping on students’ critical thinking skills. Journal of Biology and Biology Education, 6(1), 18–28. https://doi.org/10.15294/jbe.v6i1.38712
Sapitri, E., Mujasam, M., & Yusuf, I. (2021). Improving students’ critical thinking skills through the implementation of discovery learning-based student worksheets. Tadulako Online Journal of Physics Education, 9(1), 35–44. https://doi.org/10.22487/tojtipe.v9i1.1521
Utami, M. F. L. B., Widodo, A., & Sopandi, W. (2022). Application of discovery learning strategy to improve critical thinking skills and understanding of science concepts in junior high school students. Jinop: Journal of Learning Innovation, 8(1), 83–95. https://doi.org/10.22219/jinop.v8i1.19234
Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2021). The effectiveness of mobile-augmented reality using a scientific approach to improve science literacy. International Journal of Instruction, 13(3), 77–91. https://doi.org/10.29333/iji.2020.1336a
Wahyudi, E. (2022). Application of discovery learning in physics learning to improve learning outcomes and critical thinking skills. Indonesian Journal of Science and Mathematics Education, 5(1), 45–57. https://doi.org/10.24042/ijsme.v5i1.11542
Widyaningrum, R., Sarwanto, S., & Karyanto, P. (2024). Discovery learning with STEM approach to improve critical thinking skills in physics. Jurnal Pendidikan IPA Indonesia, 13(1), 89–99. https://doi.org/10.15294/jpii.v13i1.43217
Wulandari, R., & Setyawan, A. (2022). Development of STEM-based student worksheets integrated with discovery learning to improve students’ critical thinking. Indonesian Journal of Science and Mathematics Education, 5(3), 270–283. https://doi.org/10.24042/ijsme.v5i3.13491
Yuli Ekawati, I., Hikmawati, H., & Verawati, N. N. S. P. (2022). The effect of laboratory-assisted discovery learning model virtual learning on students’ critical thinking skills. Jurnal Pijar MIPA, 17(4), 420–428. https://doi.org/10.29303/jpm.v17i4.3271
Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., & Yohandri, Y. (2023). Effectiveness of discovery learning in improving critical thinking skills: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(3), 1376–1385. https://doi.org/10.29303/jppipa.v9i3.3474
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Susilawati Susilawati, Ananda Muliyana, Susanna Susanna
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Seluruh materi yang terdapat dalam situs ini dilindungi oleh undang-undang. Dilarang mengutip sebagian atau seluruh isi situs web ini untuk keperluan komersil tanpa persetujuan dewan penyunting jurnal ini.
- Apabila anda menemukan satu atau beberapa artikel yang terdapat dalam Jurnal Pendidikan MIPA yang melanggar atau berpotensi melanggar hak cipta yang anda miliki, silahkan laporkan kepada kami, melalui email pada Principle Contact.
- Aspek legal formal terhadap akses setiap informasi dan artikel yang tercantum dalam situs jurnal ini mengacu pada ketentuan lisensi Creative Commons Attribution 4.0 International (CC BY 4.0).
- Semua Informasi yang terdapat di Jurnal Pendidikan MIPA bersifat akademik. Jurnal Pendidikan MIPA tidak bertanggung jawab terhadap kerugian yang terjadi karana penyalah gunaan informasi dari situs ini.
