The Effectiveness of “Magic Tectonic Box” on Learning Outcomes and Critical Thinking Skills of Students at Muhammadiyah 6 Middle School in Palembang

Abstract

This study analyzes the effectiveness of Magic Tectonic Box on learning outcomes and critical thinking of eighth-grade students on earthquake material. The study used a quantitative approach with an experimental design. Participants consisted of 60 eighth-grade students of SMP Muhammadiyah 6 Palembang, divided into an experimental class and a control class, each with 30 students. The research instruments included 20 reasoned multiple-choice questions to measure learning outcomes, five scenario-based essay questions to measure interpretation, analysis, inference, evaluation, and explanation, an implementation observation sheet, and a student response questionnaire. Data were analyzed using descriptive statistics, N-gain, ANCOVA with pre-test as a covariate, independent sample t-test, and effect size. The average learning outcomes of the experimental class increased from 53.10 to 82.60, while the control class increased from 52.80 to 68.40. The N-gain of the two classes were 0.63 and 0.33, respectively. ANCOVA showed a significant difference in learning outcomes, F(1,57) = 28.74, p < 0.001, partial η² = 0.335. The critical thinking score of the experimental class was also higher than the control, namely 80.13 compared to 67.27, t (58) = 5.21, p < 0.001, d = 1.35. The implementation of learning reached 92.5% and student responses were in the very positive category. Guided inquiry assisted by Magic Tectonic Box significantly improved conceptual understanding and critical thinking through prediction, evaluation of evidence, explanation, and reflection on model limits. The findings indicate that Magic Tectonic Box effectively supports conceptual mastery and critical thinking through model manipulation, prediction testing, evidence-based argumentation, and reflection on representation limitations.