Inquiry-Based Science Learning for Generation Alpha: Digital-Native Learning Style

Abstract

Generation Alpha is a group of students born and raised in the digital era, thus possessing a distinctive learning style as digital natives. They tend to be responsive to interactive media, accustomed to instant information, and more comfortable with technology-based learning. This condition demands innovation in science learning that suits their characteristics. The purpose of this study is to analyze inquiry-based science learning adapted to the learning styles of Generation Alpha through a literature review. The study used a qualitative approach with a literature study method that reviewed articles, books, and research reports from the last five years related to inquiry, science, and the digital generation. The analysis was conducted descriptively and qualitatively by identifying key themes and their relevance. The results of the study indicate that inquiry learning is effective in increasing curiosity, critical thinking skills, and active participation of Generation Alpha students. Furthermore, the integration of digital media in inquiry strategies has been shown to strengthen learning motivation and collaborative skills. The study's conclusion confirms that an inquiry-based science learning model oriented towards digital-native learning styles is highly relevant for preparing Generation Alpha to face the challenges of the 21st century.