scholarly journals Guided Inquiry Based Students’ Worksheet to Grow Students’ Critical Thinking and Communication Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 18-26
Author(s):  
Trimo Saputro ◽  
Kartini Herlina ◽  
I Wayan Distrik
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Student Centered ◽  
Student Responses ◽  
Teachers And Students ◽  
The Ideal

Weak learning process is one of the problems in education. Therefore, to create the ideal learning process, interactive teaching materials are needed to make student-centered learning.This study aims to describe and analyze teacher and student responses to the development of guided inquiry students worksheets, as well as see their effectiveness in growing critical thinking skills and student communication skills. The research method used is the Mix method with Research and Development type. The instrument used in the form of a feasibility questionnaire and tests of critical thinking skills and communication skills. Based on the research results obtained that the development of worksheets got very valid results from the validators, got very good responses from teachers and students and proven able to foster critical thinking and communication skills.

scholarly journals Analisis Masalah Guru dan Siswa terhadap Perangkat Pembelajaran Biologi Berbasis Group Investigation untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

BIO-PEDAGOGI ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Wa Suriati ◽  
ELSJE THEODORA MAASAWET ◽  
SONJA V.T. LUMOWA
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Biology Teacher ◽  
Optimal Learning ◽  
Teachers And Students ◽  
Biology Learning

<p><strong>Abstract</strong></p><p>The purpose of this research is to obtain 1) the understanding of teachers related to Group Investigation-based biology learning tools and critical thinking skills, 2) description of students' ability in critical thinking, 3) solutions to solve teacher and student problems related to group invetigation-based learning. Understanding of teachers and students obtained by interview and questionnaire is analyzed descriptively qualitative. The result of this research are: 1) the understanding of biology teacher related to biology learning device based on group investigation is still less so less optimal learning process, 2) biology teacher still experiencing difficulties in developing learning device so that require socialization, 3) critical thinking of student in learning still less , 4) the need for direction and guidance to develop learning tools. The sample observations in this analysis were teachers and students at SMAN 6 PPU. The results showed that 78.15% of teachers experienced difficulties in developing learning tools. Teacher states that the students in the class less critical thinking by 70.10%.</p>Keyword:

scholarly journals LEMBAR KERJA SISWA (LKS) MENGGUNAKAN MODEL GUIDED INQUIRY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISWA

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Eka Yuli Asmawati
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Literature Study ◽  
The Third ◽  
Concept Mastery ◽  
Scientific Approach

The learning process in 2013 curriculum for all levels of education carried out by using a scientific approach (scientific approach). Critical thinking skills and mastery of concepts students need to developed in a learning process that is as capital to criticize a variety of symptoms, problems that arise in the vicinity. The use of instructional media and learning models in physics very aid learners in understanding the concepts of physics. Based on the above, it is necessary to do a literature review on the develop of guided inquiry worksheets with models to improve critical thinking skills and mastery of concepts students. The study began with highlights of LKS and model of guided inquiry. Next, review the empirical research has done about critical thinking. Then the third part discusses the concept mastery. Furthermore, in the fourth part is the end of the literature review. Based on the literature study, the authors conclude that the develop the model of guided inquiry worksheets can used to improve critical thinking skills and mastery of concepts students.

scholarly journals Problem Based Learning to Improve Critical Thinking

2021 ◽  
Vol 3 (4) ◽  
pp. 98
Author(s):  
Egi Gustomo Arifin
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Responses ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Problem Solving Process ◽  
Relationship Of ◽  
The Relationship

<em>curriculum has also changed, namely with a scientific approach. The criteria in this approach emphasize several aspects, including learning materials based on facts or phenomena that can be explained by logic, teacher explanations, student responses, and educative interactions between teachers and students, subjective thinking, encouraging and inspiring students to think critically, analytically, and accurately in identifying, understanding, solving problems, and applying learning materials.Teachers as educators must develop student's critical thinking skills. Aim of this study describes the concept of Problem Based Learning (PBL), components of critical thinking skills and the relationship of PBL with critical thinking skills. The results are problem-based learning can improve critical thinking through 5 phases, (a) orienting problems; (b) organize students to research; (c) assist group investigations; (d) develop and present the work; (e) analyze and evaluate the problem solving process.</em>

Quizizz: Science learning media in elementary school in developing critical thinking skills

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Widi Harawi Rizqi Nasution ◽  
Amanda Syahri Nasution
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Learning Process ◽  
Science Learning ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Teachers And Students

The ability to use technology in the era of the Industrial Revolution 4.0 is something everyone should have. Likewise in the field of education, teachers and students can use technology as part of the media used during the learning process. Learning by utilizing technology as learning media is expected to give a pleasant, challenging, and interactive impression that contributes to the abilities of elementary school students. One of the abilities of elementary school students that are expected to develop is critical thinking skills. Critical thinking skills are the ability to observe, analyze, and evaluate previously acquired knowledge based on logical reasoning. Critical thinking skills can be developed with the help of learning media. One of the technology-based learning media that can be used is Quizizz. Quizizz is a web tool or smartphone-based application that can create interactive quizzes in the form of games used in the learning process both in and/or outside the class or in distance learning. Therefore, Quizizz is expected to contribute to the development of students’ critical thinking skills in elementary schools, especially in science learning.

scholarly journals Pengembangan Model Pembelajaran Inquiry Berbasis Saintifik Terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 21 (1) ◽  
pp. 12-23
Author(s):  
Devi Afriyuni Yonanda
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Research And Development ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Teachers And Students

This research is based on the problem of still low critical thinking skills of elementary school students. Students in the learning process are still required to memorize facts, concepts, and theories on the material they study. The purpose of this study is to improve students' critical thinking skills through a Scientific Based Inquiry models (IBS). The type of research used is Research and Development (R & D) or research and development. The research procedure used the Borg & Gall model. Product validation tests are carried out by a team of experts or material experts, linguists, and practitioners. Practicality test is carried out by using questionnaire responses of teachers and students after the learning process. Effectiveness testing on limited trials using experimental design pretest-posttest control group design. The results of this development study obtained product validity test obtained a score of 3.4 with the criteria of "very good". The practicality of the product in the learning process through the teacher's response and student responses obtained scores of 3.33 and 3.27 with the criteria of "very good". The effectiveness of the product through limited trials at Majalengka UPTD Elementary School through N-Gain analysis showed that students' critical thinking skills in the control class were 0.60 "medium" criteria and 0.96 "high" criteria in the experimental class. Based on the results of the research conducted it can be concluded that the development of the IBD model is valid, practical, and effective in improving the critical thinking skills of elementary students.

scholarly journals Praktikalitas dan Efektivitas Penggunaan E-Modul Fisika SMA Berbasis Guided Inquiry Terintegrasi Etnosains untuk Meningkatkan Berpikir Kritis Peserta Didik

2021 ◽  
Vol 5 (2) ◽  
pp. 135-141
Author(s):  
Rudi Kurniawan ◽  
Syafriani Syafriani
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Independent Learning ◽  
Development Model ◽  
Guided Inquiry ◽  
Learning Models ◽  
The Times

Starting from the lack of students' ability to analyze problems in learning. Given the demands of the times and the Covid-19 pandemic. The teaching materials needed are in the form of electronic modules based on guided inquiry learning models and integrated with ethnoscience, to improve students' critical thinking skills. This e-module supports an independent learning process that can guide students to carry out investigations independently of problems that can be in the form of cultural and customary elements around students, to improve students' critical thinking skills. This research was conducted using the ADDIE development model, to measure the practicality level of the electronic module using a Likert scale. Measurement of the effectiveness of the aspects of knowledge, skills, and attitudes was carried out using the t-test and the Man Whitney U test. The results were obtained from the development of guided inquiry-based e-modules integrated with ethnoscience to improve practical and effective critical thinking skills.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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

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.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

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