RECONSTRUCTING ECONOMICS LEARNING THROUGH INQUIRY-BASED PEDAGOGY: ENHANCING STUDENT MOTIVATION AND CREATIVE THINKING

Abstract

This study examines the implementation of inquiry learning in Economics instruction to enhance students’ learning motivation and creative thinking among eleventh-grade social science students at MA Raudlatus Syabab Sukowono Jember. Limited studies have examined the simultaneous relationship between inquiry learning, learning motivation, and creative thinking in Economics education within the madrasah context. This study positions inquiry learning as a pedagogical approach that strengthens students’ intellectual engagement in economics learning. This study employed a qualitative descriptive case study design. Data were collected through classroom observation, semi-structured interviews, and document analysis involving 1 Economics teacher and 24 students. Data were analyzed through reduction, thematic categorization, interpretation, and conclusion drawing. The findings reveal that inquiry learning was implemented through structured stages, including economic problem stimulation, information exploration, discussion, analysis, and conclusion formulation. The implementation increased learning motivation, reflected in stronger enthusiasm, improved attention, active participation, and greater questioning behavior. Students also demonstrated enhanced creative thinking through idea generation, alternative problem-solving responses, and more contextual economic analysis. Implementation effectiveness was influenced by teacher readiness, classroom conditions, time constraints, and students’ diverse academic abilities.