Effects of Inquiry-Based Learning Methods on Students’ Science Process Skills: A Systematic Literature Review

This study examined the effects of inquiry-based learning (IBL) methods on the development of students’ science process skills (SPS) across multiple scientific disciplines and educational settings. Using a systematic literature review guided by the PRISMA framework, eleven quasi-experimental studies published between 2020 and 2025 were analyzed. These studies, conducted in Indonesia, the Philippines, Turkey, Ethiopia, and Pakistan, explored different forms of IBL, including project-based inquiry, ethnoscience-based inquiry, flipped classroom integration, argument-driven inquiry, process-oriented guided inquiry learning, and inquiry-based laboratory approaches. Findings revealed a consistent positive effect of IBL on both basic and integrated SPS. Students exposed to inquiry-driven instruction demonstrated significant gains in their SPS compared to those in traditional learning environments. The results further indicated that the success of IBL lies in its active, student-centered nature that promotes exploration, evidence-based reasoning, and reflective learning. Variations in IBL models proved equally effective when they encouraged collaboration, questioning, and independent investigation.