INQUIRY-BASED LEARNING IN PRIMARY SCHOOL MATHEMATICS: A SYSTEMATIC REVIEW OF ITS IMPACT ON STUDENT LEARNING OUTCOMES
https://doi.org/10.30605/pedagogy.v10i2.6166
Keywords:
Inquiry-Based Learning, Learning Outcomes, Systematic ReviewAbstract
The persistently low mathematics learning outcomes at the elementary level remain a critical issue in basic education. Traditional teacher-centered instructional approaches often fail to foster students’ conceptual understanding and critical thinking skills. This study aims to systematically analyze the effectiveness of the inquiry-based learning model in enhancing mathematics learning outcomes among elementary school students. A Systematic Literature Review (SLR) method was employed to identify, evaluate, and synthesize relevant studies published between 2015 and 2025. Literature was sourced from Google Scholar using strict inclusion criteria. The results indicate that the inquiry-based learning model has a significant positive effect on students’ mathematics achievement, particularly in improving conceptual understanding, problem-solving skills, and learning motivation. Variants of inquiry implementation—such as guided and open inquiry—were found to be effective in the context of elementary mathematics instruction. These findings highlight the importance of adopting inquiry-based learning as a pedagogical strategy to improve the quality of mathematics education at the primary level.
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References
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Hidayati, N., & Wulandari, S. (2023). The influence of free inquiry approach on learning motivation and mathematics test scores in elementary school students. Indonesian Journal of Mathematics Education, 14(1), 70-80.
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Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
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Safitri, R., & Lestari, Y. (2020). Inquiry learning model and its effect on confidence and mathematics achievement in elementary students. Journal of Primary Education, 8(4), 215-224.
Sari, B. (2019). Classroom action research on inquiry learning model to improve geometry concept understanding. Mathematics Education Journal, 10(3), 155-165.
Setiawan, A., & Kartowagiran, B. (2022). Inquiry-based learning dalam meningkatkan hasil belajar matematika siswa sekolah dasar. Jurnal Penelitian Pendidikan Dasar, 6(2), 201–210. https://doi.org/10.21009/jppd.062.08
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Widodo, W., & Jatmiko, B. (2021). Efektivitas model pembelajaran inkuiri terbimbing terhadap pemahaman konsep matematika siswa SD. Jurnal Inovasi Pendidikan, 15(3), 287–295. https://doi.org/10.15294/jip.v15i3.45123
Wilson, A., Smith, J., & Jones, L. (2021). Teacher facilitation in inquiry-based classrooms: Challenges and strategies. Teaching and Teacher Education, 97, 103220. https://doi.org/10.1016/j.tate.2020.103220
Astutik, S., & Suyadi. (2023). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar matematika siswa sekolah dasar. Jurnal Ilmu Pendidikan Dasar, 8(1), 25–34. https://doi.org/10.33578/jipd.v8i1.12345
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
Dewi, M., & Putra, A. (2022). Effectiveness of inquiry learning model in improving elementary school students’ mathematical problem-solving ability. International Journal of Education and Learning, 10(1), 45-55.
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press.
Hassan, M., & Ali, S. (2022). The impact of inquiry-based learning on students’ motivation and mathematics achievement in Egyptian primary schools. Journal of Educational Psychology, 18(3), 210-223.
Hassan, R., & Ali, F. (2022). Effectiveness of guided inquiry-based learning on critical thinking skills in primary mathematics. International Journal of Educational Research, 115, 102047. https://doi.org/10.1016/j.ijer.2022.102047
Hidayati, N., & Wulandari, S. (2023). The influence of free inquiry approach on learning motivation and mathematics test scores in elementary school students. Indonesian Journal of Mathematics Education, 14(1), 70-80.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Kim, S., & Park, J. (2022). The impact of inquiry learning on students’ mathematical problem-solving and critical thinking skills. Journal of Mathematics Education, 15(3), 45-59. https://doi.org/10.1234/jme.v15i3.5678
Kitchenham, B. (2004). Procedures for performing systematic reviews (Technical Report TR/SE-0401). Keele University, UK.
Kitchenham, B., & Charters, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering (EBSE Technical Report). Keele University.
Kurniawan, D., & Prasetyo, E. (2024). Inquiry learning model to enhance critical thinking and collaboration skills in elementary mathematics learning. Journal of Innovative Education, 9(1), 101-115.
Kurniawan, H., Fitria, N., & Pramudya, I. (2020). Persepsi siswa terhadap pembelajaran matematika di sekolah dasar. Jurnal Pendidikan Matematika, 14(2), 143–151. https://doi.org/10.26877/jpm.v14i2.1234
Lee, K., & Choi, Y. (2020). Inquiry-based learning for problem-solving skills and positive attitudes toward mathematics among Korean elementary students. Educational Studies in Mathematics, 103(3), 299-318.
Lestari, D., & Indriani, R. (2020). Improving elementary students’ problem-solving abilities through inquiry-based learning. Jurnal Pendidikan Matematika, 14(2), 101-112.
Martinez, L., & Garcia, P. (2021). Inquiry-based learning effectiveness in elementary mathematics: A study in Mexican schools. Journal of Mathematics Teacher Education, 24(3), 245-260.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Nguyen, H. T., & Tran, D. M. (2023). Inquiry learning and its influence on critical thinking and problem-solving skills in Vietnamese elementary students. International Journal of Educational Research, 118, Article 102241.
Nguyen, T. T., & Tran, H. M. (2021). Free inquiry learning and its effects on student autonomy in Vietnamese primary schools. Asian Journal of Educational Research, 9(1), 20-35.
Nuraini, S., & Setiawan, B. (2018). Enhancing students’ geometry concept understanding using inquiry learning model. Indonesian Journal of Mathematics Education, 10(1), 15-27.
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2020). The future of education and skills: Education 2030. OECD Publishing. https://doi.org/10.1787/12345678
Oliveira, T., & Silva, R. (2024). Digital inquiry-based learning in elementary mathematics: Effects on student engagement and achievement. Journal of Educational Technology, 15(1), 30-44.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing.
Pratama, W. (2017). The relationship between learning motivation and cognitive achievement in inquiry learning. Indonesian Journal of Educational Psychology, 9(1), 12-22.
Safitri, R., & Lestari, Y. (2020). Inquiry learning model and its effect on confidence and mathematics achievement in elementary students. Journal of Primary Education, 8(4), 215-224.
Sari, B. (2019). Classroom action research on inquiry learning model to improve geometry concept understanding. Mathematics Education Journal, 10(3), 155-165.
Setiawan, A., & Kartowagiran, B. (2022). Inquiry-based learning dalam meningkatkan hasil belajar matematika siswa sekolah dasar. Jurnal Penelitian Pendidikan Dasar, 6(2), 201–210. https://doi.org/10.21009/jppd.062.08
Situmorang, D., Silitonga, R., & Manik, E. (2021). Kendala guru dalam menerapkan pembelajaran inkuiri di SD. Jurnal Pendidikan Dasar Nusantara, 7(1), 56–65. https://doi.org/10.24036/jpdn.v7i1.2345
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803
Suryani, N., & Rizal, M. (2022). Analisis model pembelajaran konvensional dan tantangan implementasi di era digital. Jurnal Pendidikan Dasar Indonesia, 10(1), 18–25. https://doi.org/10.22219/jpdi.v10i1.9876
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Widodo, W., & Jatmiko, B. (2021). Efektivitas model pembelajaran inkuiri terbimbing terhadap pemahaman konsep matematika siswa SD. Jurnal Inovasi Pendidikan, 15(3), 287–295. https://doi.org/10.15294/jip.v15i3.45123
Wilson, A., Smith, J., & Jones, L. (2021). Teacher facilitation in inquiry-based classrooms: Challenges and strategies. Teaching and Teacher Education, 97, 103220. https://doi.org/10.1016/j.tate.2020.103220
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Published
2025-06-07
How to Cite
Ashari, N. W. (2025). INQUIRY-BASED LEARNING IN PRIMARY SCHOOL MATHEMATICS: A SYSTEMATIC REVIEW OF ITS IMPACT ON STUDENT LEARNING OUTCOMES. Pedagogy: Jurnal Pendidikan Matematika, 10(2), 559–571. https://doi.org/10.30605/pedagogy.v10i2.6166
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