Abstract
This study aims to examine the effect of the Group Investigation (GI) learning model on students’ critical thinking skills and learning motivation in the Science and Social Studies (IPAS) subject among fifth-grade elementary school students. This research employed a quantitative approach using a quasi-experimental design, specifically the nonequivalent control group design. The experimental group received instruction using the GI model, while the control group was taught using conventional learning methods. Data were collected through validated and reliable instruments, including a critical thinking test and a learning motivation questionnaire. The data were analyzed using Multivariate Analysis of Variance (MANOVA) with Jamovi 2.6.13 software. The results of the multivariate test showed a significance value of p less than .001, indicating a significant difference between the experimental and control groups. The univariate tests also revealed significant effects on both critical thinking skills (p less than .001) and learning motivation (p less than .001). The application of the GI learning model proved effective in enhancing students’ critical thinking skills through collaborative investigation processes and in increasing learning motivation by making the learning activities more engaging, relevant, and participatory. These findings suggest that the GI learning model can serve as an innovative alternative for improving the quality of IPAS learning in elementary schools.
Recommended Citation
Armanda, Algin Erda; Agustina Putri, Dya Ayu; and Sari, Eka Yuliana
(2026)
"The Effect of the Group Investigation Learning Model on Critical Thinking Skills and Learning Motivation in Grade V IPAS,"
Journal of Innovation and Teacher Professionalism: Vol. 4:
No.
1, Article 14.
Available at:
https://citeus.um.ac.id/jitpro/vol4/iss1/14