Developing Students’ Critical Thinking Skills in Mathematics Using Online-Process Oriented Guided Inquiry Learning (O-POGIL)

This research was conducted because of the low critical thinking skills of students caused by the inappropriate use of learning models. POGIL and GI learning model is used as a learning model in accordance with the curriculum 2013. Where is aims to determine whether or not there is a difference application oflearning model Process Oriented Guided Inquiry Learning (POGIL) with Guided Inquiry (GI) learning model in students critical thinking skills on chemical equilibrium material. This research was conducted at SMAN 101 West Jakarta. The research method used in this research is experimental method, with research design the static group pretest-posttest design. The samples were taken by sampling purposive and divided into two experimental groups that is POGIL experimental group and GI experimental group. The technique of collecting data obtained through test instrument in essay form as many as 15 item which then analyzed by using t-test. The result of t-test is obtained by sig. 2-tailed = 0.000 and significant level (a) = 0.05. So that sig. 2-tailed smaller than significant (a) (0.000 <0.05) then Ho is rejected and Ha accepted. This shows that there are significant differences in the application of learning model Process Oriented Guided Inquiry Learning (POGIL) with learning model Guided Inquiry (GI) in students critical thinking skills. The results of this study can be used as a recommendation of innovative learning models in teaching and learning activities in the classroom. Keywords: Learning Model Process Oriented Guided Inquiry Learning (POGIL), Learning Model Guided Inquiry(GI), Critical Thinking Skills, Chemical Equilibrium Material

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Penerapan Model Process Oriented Guided Inquiry Learning (POGIL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Jurnal Penelitian & Pengembangan Pendidikan Fisika ◽

10.21009/1.03202 ◽

2017 ◽

Vol 3 (2) ◽

pp. 127-136

Author(s):

Adam Malik ◽

Vita Oktaviani ◽

Wahyuni Handayani ◽

Muhammad Minan Chusni

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Inquiry Learning ◽

Simple Random Sampling ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Static Fluid ◽

Process Oriented

Abstract This study aims to determine the implementation of learning using Process Oriented Guided Inquiry Learning model (POGIL) and the influence of application of POGIL learning model to the critical thinking skills of students. The method used in this research was pre-experimental design, with the one-group pretest-posttest design. The sample of this research was class X MIA E which amounted to 36 people selected by using simple random sampling technique. The results showing the average of all teacher activity of meetings was 88.88% and 87.04% for the students' activities were in the very good category. In addition, there was an increase in the critical thinking skills of students on the static fluid concept of 0.61 which was included in the medium category. Thus, POGIL learning model can be used as an alternative in improving students' critical thinking skills on the static fluid concept. Keywords: POGIL, critical thinking skills, static fluid Abstrak Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran menggunakan model Process Oriented Guided Inquiry Learning (POGIL) dan pengaruh penerapan model pembelajaran POGIL terhadap keterampilan berpikir kritis peserta didik. Metode dalam penelitian ini menggunakan pre-experimental design, dengan desain one-group pretest-posttest. Sampel penelitian ini yaitu kelas X MIA E yang berjumlah 36 orang yang dipilih dengan menggunakan teknik simple random sampling. Hasil penelitian menunjukkan rata-rata seluruh pertemuan aktivitas guru sebesar 88,88% dan aktivitas peserta didik 87,04% yang termasuk pada kategori sangat baik. Selain itu, terdapat peningkatan keterampilan berpikir kritis peserta didik pada materi fluida statis sebesar 0,61 yang termasuk pada kategori sedang. Dengan demikian, model pembelajaran POGIL dapat dijadikan sebagai alternatif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi fluida statis. Kata-kata Kunci: POGIL, keterampilan berpikir kritis, fluida statis

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Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills

JURNAL PENELITIAN ILMU PENDIDIKAN ◽

10.21831/jpipfip.v14i1.36947 ◽

2021 ◽

Vol 14 (1) ◽

pp. 53-68

Author(s):

Rita Saekawati ◽

Harun Nasrudin

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Paired Sample ◽

Model Based

This research aims to examine the effectiveness guided inquiry learning model based on blended learning on reaction rate material to improve students' critical thinking skills. The design in this research is the One Group Pretest and Posttest Design. The subjects in this research were students of SMAN 1 Kalitidu Bojonegoro in class XI IPA 1. The method used to collect data was the test, observation, and student response questionnaires. Data analysis used the percentage, mean, N-Gain, and Paired sample t-test. The results showed that the guided inquiry learning model based on blended learning was carried out well with an average percentage of the implementation of phase 1 was 98%, phase 2 was 93.76%, phase 3 was 100%, phase 4 was 93.75%, phase 5 was 100%. The average score of the N-gain critical thinking skills is 0.73 with the high category. There is a significant difference in the results of critical thinking skills between before and after being given a guided inquiry learning model based on blended learning. The results showed the guided inquiry learning model based on blended learning effectively improving students' critical thinking skills. Efektivitas Inkuiri Terbimbing Berbasis Blended Learning dalam Meningkatkan Keterampilan Berpikir KritisPenelitian ini bertujuan untuk menguji keefektifan model pembelajaran inkuiri terbimbing berbasis blended learning pada materi laju reaksi dalam meningkatkan keterampilan berpikir kritis peserta didik. Design pada penelitian ini adalah One Group Pretest and Posttest Design. Sasaran dalam penelitian ini yaitu peserta didik XI IPA 1 SMA Negeri 1 Kalitidu Bojonegoro. Metode pengumpulan data yang digunakan berupa tes, observasi dan angket respon. Analisis data menggunakan teknik persentase, mean, n-gain, dan uji Paired Sample T-test. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 98%, fase 2 sebesar 93,76%, fase 3 sebesar 100%, fase 4 sebesar 93,75%, fase 5 sebesar 100%. Nilai rata-rata N-gain kemampuan berpikir kritis adalah sebesar 0,73 dengan kategori tinggi. Terdapat perbedaan hasil keterampilan berpikir kritis yang signifikan antara sebelum dan sesudah diberikan model pembelajaran inkuiri terbimbing berbasis blended learning. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan berpikir kritis peserta didik.

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IMPROVING STUDENTS' CRITICAL THINKING SKILLS THROUGH ARGUMENT MAPPING-BASED GUIDED INQUIRY ON HUMAN EXCRETORY SYSTEM

EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran ◽

10.37859/eduteach.v1i2.1972 ◽

2020 ◽

Vol 1 (2) ◽

pp. 65-78

Author(s):

Muhammad Jamhari Darhany

Keyword(s):

Critical Thinking ◽

Action Observation ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Excretory System ◽

Average Score ◽

Guided Inquiry ◽

Learning Models ◽

Argument Mapping

This study aims to analyze the improvement of students’ critical thinking skills in the features of focus, supporting reasons, reasoning, organization, conventions and integration through the implementation of argument mapping-based guided inquiry learning models. Type of this research is classroom action research, a systematic inquiry with the goal of informing practice in particular situation which adopted Kemmis and McTaggart’s models which follows the cycle of planning, action, observation and reflection. It was conducted in class XI-Avenzoar of SMA Unggulan CT Foundation Deli Serdang in the academic year 2019/2020. The sampling technique was done by total sampling consisting of 24 students with a composition of 6 boys and 18 girls. The instrument used the essay tests adapted from Finken based on Illinois Critical Thinking Essay Test and argument mapping based on van Gelder on the concept of human excretory system. The data collection methods were included the interview, observation and documentation. The whole data was employed by descriptive analysis developed by Miles and Huberman which includes three concurrent activities, data reduction, data presentation and conclusion drawing. The results showed that the features of focus and reasoning from critical thinking skills tests in Cycle I obtained the highest score of all, while the features of supporting reasons and conventions obtained the lowest score and showed no improvement at all. Meanwhile in Cycle II, the features of focus and reasoning increased significantly and obtained the highest score as well. However, the feature of supporting reasons increased simultaneously but conventions still remained. It definitely showed that there was a significant improvement between groups in Cycle I (65.42) and Cycle II (80.21) from the average score of students’ critical thinking skills through their argument mapping grading. The aspects of argument mapping, such as claims, reasons, objections, rebuttals and debates improved well between these cycles. It was strongly suggested that argument mapping could enhance students’ critical thinking skills in Biology. From the results and discussion, it could be concluded that the implementation of the argument mapping-based guided inquiry learning models on the concept of human excretory system had a very positive and significant improvement on students’ critical thinking skills. The students’ critical thinking skills were in the high category.

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The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽

10.18860/mad.v13i1.9342 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1-14

Author(s):

Triyo Supriyatno ◽

Dirga Ayu Lestari ◽

Ulfa Utami

Keyword(s):

Critical Thinking ◽

Science Learning ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Activities ◽

Guided Inquiry ◽

Learning Models ◽

Model Learning ◽

Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

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Keterampilan Berpikir Kritis melalui Penerapan Model Pembelajaran Inkuiri Terbimbing di Kelas XI IPA

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i10.14100 ◽

2021 ◽

Vol 5 (10) ◽

pp. 1397

Author(s):

Ana Rizka Falentina ◽

Murni Saptasari ◽

Sri Endah Indriwati

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Thinking Skills ◽

Class Action ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Data Presentation ◽

The Times ◽

High Level ◽

The Impact

<pre>Abstract: Education aims to prepare students to become independent generations who are able to face the challenges of the times by having 21st century life skills, one of which is critical thinking, in fact contrary to the low critical thinking skills that occur in SMAN 2 Probolinggo. The purpose of this study was to describe the application of guided inquiry learning in improving critical thinking skills. This type of research is Class Action Research (CAR). Data is analyzed by triangulation through the process of data reduction, data presentation, and conclusion drawing. Research Results guided inquiry learning model can change the way students learn to practice high-level thinking through learning syntax so that it gives the impact of increasing critical thinking skills by 18.75% students of class XI IPA 1 Probolinggo 2 High School.</pre>Abstrak: Pendidikan bertujuan menyiapkan siswa menjadi generasi mandiri yang mampu menghadapi tantangan zaman dengan memiliki keterampilan hidup abad 21 salah satunya berpikir kritis, faktanya bertolak belakang dengan rendahnya keterampilan berpikir kritis yang terjadi di SMAN 2 Probolinggo. Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Data dianalisis secara triangulasi melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Penelitian model pembelajaran inkuiri terbimbing dapat mengubah cara belajar siswa untuk berlatih berpikir tingkat tinggi melalui sintaks pembelajaran sehingga memberikan dampak meningkatkan keterampilan berpikir kritis sebesar 18,75% siswa kelas XI IPA 1 SMA Negeri 2 Probolinggo.

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Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Peserta Didik

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v4i1.548 ◽

2018 ◽

Vol 4 (1) ◽

pp. 98

Author(s):

Lia Nurmayani ◽

Aris Doyan ◽

Ni Nyoman Sri Putu Verawati

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Level Of Significance ◽

Essay Test ◽

Learning Data

This study aims to determine the effect of guided inquiry learning model toward critical thinking skills of students. This type of research is quasi experiment with non-equivalent group design. Sampling using purposive sampling technique, so that obtained class XI MIA 1 as experiment class and class XI MIA 2 as control class. The research instrument is a essay test of 5 questions that have been tested for validity, reliability, level of difficulty, and different power of problems. The learning data of the two classes is normally distributed. Based on the homogenity data obtained both homogeneous. Data were analyzed by MANOVA test. Result of data analysis show significance 0,021 if determined the level of significance 0,05 then 0,021<0,05. Based on these facts it can be concluded that there is influence of guided inquiry learning model toward critical thinking skills of students.

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The implementation of guided inquiry learning model to enhance students’ critical thinking skills on reaction rate topic: the case of an Indonesian public school

J-PEK (Jurnal Pembelajaran Kimia) ◽

10.17977/um026v5i22020p066 ◽

2020 ◽

Vol 5 (2) ◽

pp. 66-77

Author(s):

Efi Dewi ◽

Ratman Ratman ◽

Kasmudin Mustapa

Keyword(s):

Critical Thinking ◽

Public School ◽

Reaction Rate ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Guided Inquiry

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The Effect of Inquiry Learning Model And Scientific Literacy Toward Students’ Critical Thinking Skills In Primary School

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v2i3.2427 ◽

2020 ◽

Vol 2 (3) ◽

Author(s):

Nia Devi Anggraini ◽

I Made Astra ◽

Erry Utomo

Keyword(s):

Critical Thinking ◽

Primary School ◽

Scientific Literacy ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Guided Inquiry ◽

Tukey Test

The aim of this study is to determine the effect of Inquiry Learning Model and Scientific Literacy toward students’ Critical Thinking Skills in Primary School. This Study was Conducted at SD Islam Al-Ikhwan Tangerang in Fifth Graders. The True Experiment Method with Two Way Anava design (treatment by level 2x2) was implemented in this study. 40 students as the sample was selected by simple random sampling. Students in experimental group were learned through Inkuiri Mandiri model. Meanwhile, in control group, students were learned through Guided Inquiry. Based on data analysis, it was obtained: (1) the student’s critical thinking skills given by Inkuiri Mandiri Model is higher than Guided Inquiry, as evidenced by Fcount (10.93) > Ftable (4.10 ); (2) there is influence of interaction between learning models and scientific literacy toward student’s critical thinking skills, this can be seen from the acquisition price of Fcount (58.926) > Ftable (4.10); (3) student’s critical thinking skills given Inkuiri mandiri Model is higher than Guided Inquiry in group of students with high scientific literacy, with the Tukey-test Qcount Test (10.986) > Qtable (4.33); and (4) student’s critical thinking skills given Inkuiri Mandiri Model is lower than Guided Inquiry in group of students who have low scientific literacy, with the Tukey-test Qcount Test (4.369) > Qtable (4.33).

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PENGARUH PENGGUNAAN MODUL GUIDED INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA STIKES PERINTIS PADANG

Ta dib ◽

10.31958/jt.v21i2.1194 ◽

2019 ◽

Vol 21 (2) ◽

pp. 113

Author(s):

Marisa Marisa ◽

Lisa Fradisa

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Score ◽

Guided Inquiry ◽

Learning Models ◽

Learning Modules ◽

The Difference ◽

Better Than

This study aims to determine the effect of the use of guided inquiry learning modules on critical thinking skills of students and comparing critical thinking skills of students taught through guided inquiry learning modules and conventional learning models. This is an experimental research. The data of the research were obtained through a test, and observatio . The normality, homogeneity, and the difference between the two sets of data were computed using the SPSS 16.0 For Windows program. Questionnaire result data for each student is given a score according to a scale. Then, the average score per statement and the average total score were found out. The results showed that the guided inquiry learning module and conventional learning could significantly improve students' critical thinking skills and the improvement of critical thinking skills with the treatment of guided inquiry learning models was significantly better than conventional learning. And the results of students’ activity in the experiment class are better than that in the control class.

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