Enhancing Student Learning Outcomes through Inquiry-Based Learning: A Systematic Literature Review

Abstract

This study aims to examine the effectiveness of the Inquiry-This study explores the effectiveness of Inquiry-Based Learning (IBL) as a pedagogical approach to improving student learning outcomes across different educational levels. IBL positions students as active participants who engage in questioning, exploring, experimenting, and drawing conclusions through structured inquiry processes. A systematic literature review was conducted by analyzing twelve empirical studies selected through defined inclusion criteria, with data drawn from reputable national and international journals. The analysis employed a thematic approach to identify recurring findings and highlight differences across contexts. The results reveal that IBL contributes significantly not only to cognitive achievement, such as improved conceptual understanding and problem-solving skills, but also to affective development, including motivation, engagement, and positive attitudes toward learning. Moreover, IBL supports the growth of critical thinking, collaboration, and reflective practices essential for 21st-century education. Despite challenges related to teacher readiness, curriculum time, and resource availability, the findings emphasize that IBL, supported by teacher training, institutional commitment, and technology integration, holds strong potential for sustainable educational reform.