Creative Thinking Development in Primary School Students through Inquiry-Based Instruction

Ita Marianingsih

doi:10.35896/jiee.v3i2.1223

Ita Marianingsih Sekolah Tinggi Agama Islam Al-Utsmani Bondowoso

DOI: https://doi.org/10.35896/jiee.v3i2.1223

Keywords: creative thinking, inquiry-based instruction, primary school, creativity development, student-centered learning

Abstract

This study explores the development of creative thinking among primary school students through the implementation of inquiry-based instruction, a pedagogical approach that emphasizes exploration, questioning, and student-driven discovery. Using a qualitative descriptive design, the research examines how structured inquiry activities such as problem identification, data collection, experimentation, and reflective discussion contribute to enhancing students’ creativity in the classroom. Findings indicate that inquiry-based instruction effectively stimulates divergent thinking, encourages originality, and fosters a deeper sense of curiosity toward learning tasks. Students demonstrated improved ability to generate multiple solutions, formulate meaningful questions, and apply creative strategies when faced with open-ended problems. The study also highlights the crucial role of teacher facilitation, classroom environment, and collaborative learning in supporting creative development. Despite challenges related to time management and varying student readiness, inquiry-based instruction proved to be a powerful method for nurturing creativity in primary education. These results suggest that integrating inquiry-oriented practices into daily instruction can significantly contribute to cultivating creative competencies essential for 21st-century learning.

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