Enhancing Concept and Creative Thinking in Students through Inquiry-Based Learning and Metacognitive Scaffolding

Abstract

This study aims to examine the effect of Inquiry-Based Learning (IBL) with and without metacognitive scaffolding on the conceptual understanding and creative thinking skills of pre-service physics teachers on the topic of simple harmonic motion. A quasi-experimental design was employed involving two treatment groups. Instruments included an expert-validated conceptual understanding test and a creative thinking test. The results showed that both groups experienced significant improvement; however, the group receiving metacognitive scaffolding demonstrated significantly higher gains in both conceptual understanding and creative thinking. The metacognitive scaffolding provided through self-questioning technique proved effective in helping students plan, monitor, and evaluate their learning processes, while also stimulating flexibility and originality in scientific thinking. These findings highlight the importance of metacognitive support in inquiry-based learning to cultivate pre-service physics teachers who not only possess strong conceptual understanding but also adaptive creative thinking skills to meet the challenges of 21st-century education. Theoretical and practical implications are discussed.