scholarly journals Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Guided Inquiry ◽  
Central Java ◽  
Before And After ◽  
The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

scholarly journals IMPLEMENTATION OF GENERATIVE LEARNING MODEL TO IMPROVE STUDENT’S OF ISLAM ABHARIYAH JUNIOR HIGH SCHOOL CRITICAL THINKING SKILLS

2016 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Sri Yuliyanti ◽  
Saiful Prayogi ◽  
Bq. Azmi Sukroyanti
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Generative Learning ◽  
Learning Material ◽  
Average Value ◽  
Model Research

This research aims to enhance students’ critical thinking skills of SMP Islam Abhariyah on the academic year 2015/2016 through the application of the generative learning model. Research method used was classroom action research (PTK). This research was conducted in two cycles. Each cycle consist of planning, implementating, observating, and reflecting. Data learning activities of the students and teachers’ activities obtained by observation, while data on students’ critical thinking skills test was obtained by an evaluation at the end of each cycle. The subject of this study was 28 students in VIII-B class. Application of the generative learning model in this study considered as successful if the value of critical thinking skills of the students at a minimum categorized as critical. The data for student’s critical thinking skills was accomplished by using an essay test, and the average value of students is 41.96 (categorized very less critical) whit classical completeness achieved only 3,57% in the cycle I and in the cycle II showed the average value of the students is 68,92 (categorized critical) whit classical completeness increased to 85,71%. Research data of student’s activities was taken by using the student’s observation sheet. The average score in the cycle I is 46.50 (categorized as fairly active) and in the cycle II is 66.00 (categorized as active). The data of teacher’s activities was taken by using teacher’s observation sheet. The presentation of learning material is 64,28% (categorized as good) in the cycle I and 91,06% (categorized as very good) in the gathering II. Thus, the conclusion to this study is the application of the generative learning model can improve students’ critical thinking skills.

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

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.

scholarly journals The Development of Learning Devices Based on Guided Inquiry and Affectivities for Students' Critical Thinking Skills

2019 ◽  
Vol 5 (2) ◽  
pp. 194
Author(s):  
Lita Sumiyarti ◽  
Dadi Setiadi ◽  
Jamaluddin Jamaluddin
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Score Range ◽  
Effectiveness Data

Abstract: The purpose of this research is to make the learning device based on guided inquiry in science learning and affectivities to improve students’ critical thinking skills and to examine its validity, effectiveness, and practicability. This research adapts Borg & Gall Research and Development and modification. The instruments of the research were instrument validation results, practicality, and effectiveness. Data were collected by employing a validation sheet that was validated by the assessor to gain validation and practicality scores, the student's positive response questionnaire and learning result test sheet were full filled-in by the students, and the observation sheet was full filled-in by the observer. The average score of total validity is in the score range of 2.6<SV≤3.5 and is an invalid category. The result of practicality research of learning devices based on practicality questionnaire the range of 3.5-4.0 and is in a very practice category. The result of effectiveness based on learning result test showed that 75 % of the students are completely based on the results of the research, it can be concluded that the learning device based on guided inquiry is valid, practical, and effective that is feasible to be used in a learning activity in the classroom.Keywords: Development Research; Guided Inquiry; Critical Thinking Skill

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

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><strong>Abstract:</strong> 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><strong>Abstrak:</strong><em> </em>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.

scholarly journals DEVELOPING CIVICS LEARNING DEVICES USING GUIDED INQUIRY TO TRAIN STUDENTS’ CRITIKAL THINKING SKILLS

2019 ◽  
Author(s):  
Muhajir
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Achievement Test ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Effective Learning ◽  
Thinking Ability ◽  
Inquiry Method

This study aimed at producing a valid, practical, and effective Civics learning device with guided inquiry model to train the students’ critical thinking skills. The development of the learning device used Dick and Carey model and was tested in the classroom using One-Group Pretest-Posttest Design. The data were collected through observation, test, and questionnaire. The data analyses were through descriptive quantitative, qualitative, and t-test.From the findings in the trial classroom, it was found a valid, practical, and effective learning device. It was valid because the average score given by civics learning expert was more than 4 in the interval 1-5, and achievement test showed that it was valid, reliable, and sensitive. It was practical because the teachers’ ability in managing the classroom showed good and very good category, and the students' activities were categorized as effective. The learning device was effective because the students’ response was positive, the students’ achievement test was thorough, and the students’ thinking skill was increased.Results of the effectiveness of the learning device oriented guided inquiry method can be seen from the teacher's ability to manage to learn very well, students’ learning activity was effective, students’ response was positive, learning mastery was classically achieved namely 93.33%, and students’ critical thinking ability increased.Based on the results of data analysis, it can be concluded that Civics learning device Oriented Guided Inquiry Method developed is feasible and can train students' critical thinking skills in learning.

scholarly journals PENGARUH MODEL INKUIRI TERBIMBING TERHADAP KETERAMPILAN BERPIKIR KRITIS PADA MATA PELAJARAN FISIKA

2019 ◽  
Vol 2 (2) ◽  
pp. 79-84
Author(s):  
Niki Harjilah ◽  
Rosane Medriati ◽  
Dedy Hamdani
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mendeskripsikan apakah ada pengaruh yang signifikan peserta didik yang diajar dengan model inkuiri terbimbing terhadap keterampilan berpikir kritis pada mata pelajaran fisika dan mendeskripsikan berapa besar pengaruh model inkuiri terbimbing tehadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitan quasi experiment dengan desain nonequivalent control group desain. Hasil analisis deskriptif menunjukkan bahwa rata-rata skor keterampilan berpikir kritis mengalami peningkatan di kelas eksperimen dan berdasarkan uji hipotesis dengan thitung > ttabel (7.10059 > 1.66827) dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara pembelajaran dengan model inkuiri terbimbing terhadap keterampilan berpikir kritis pada mata pelajaran fisika. Besar effect size model inkuiri terbimbing terhadap keterampilan berpikir kritis sebesar 3,208 dengan pengaruh 94,2%.Kata kunci: Inkuiri Terbimbing, Keterampilan Berpikir KritisThis study aims to describe whether there was a significant effect of students taught with guided inquiry models on critical thinking skills in physics subjects and how much effect the guided inquiry model has on students' critical thinking skills. The research was a quasi-experiment with a nonequivalent control group design. The results of the descriptive analysis obtained an average score of critical thinking skills increased in the experimental class and based on the results of the hypothesis test with tcount > ttable (7.10059 > 1.66827),  it can be concluded that there is a significant effect of learning with guided inquiry models on critical thinking skills in the physics subjects. The effect size of the guided inquiry model on critical thinking skills is 3.2 with an effect of 94.2%. Keywords: Guided Inquiry, Critical Thinking Skills                                                             

scholarly journals The Use of Android-Based PhET Simulation as an Effort to Improve Students' Critical Thinking Skills during the Covid-19 Pandemic

2020 ◽  
Vol 14 (19) ◽  
pp. 31
Author(s):  
Faiz Hasyim ◽  
Tjipto Prastowo ◽  
Budi Jatmiko
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

<p class="16">Covid-19 spurs teachers to carry out online learning. This study aimed to analyze the improvement of students' critical thinking skills through online learning based on Android-based PhET Simulation. This research was Quasi-Experimental using one group pre-test and post-test design involving 27 students of class VIII who program science subjects at MTs Alif Laam Miim Surabaya, Indonesia. The research instrument used critical thinking skills tests that have met valid and reliable requirements. Before and after learning activities, students were given a pre-test and a post-test. The data collected was analyzed descriptively quantitatively. The results showed that there was an increase in students' critical thinking skills with an average N-gain of 0.57, in the medium category. The highest N-gain was achieved in the "interpretation" indicator, which is 0.83 in the high category and the lowest in the "analysis" indicator, which is 0.39 in the moderate category. This study concluded that learning science by using an Android-based PhET Simulation can improve the critical thinking skills of junior high school students.</p>

scholarly journals Model Problem Based Learning, Guided Inquiry, dan Kemampuan Berpikir Kritis Matematis

2017 ◽  
Vol 2 (2) ◽  
pp. 120-130 ◽  
Author(s):  
Oktavia Filda Yanti ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Quasi Experimental

This research aims to determine differences in mathematical critical thinking skills between students who obtain mathematics learning using Problem Based Learning (PBL) and Guided Inquiry model. The research method used quasi-experimental with matching-only posttest-only control group design which implemented in one of the Junior High School of Yogyakarta. The instrument used is a valid test instrument namely posttest with descriptive evaluation. The result of this research showed that there is a difference of mathematical critical thinking skills between students who obtain mathematics learning using PBL model and students who obtain mathematics learning using guided inquiry model. Furthermore, the average of mathematical critical thinking skills between a student who obtains mathematics learning using problem based learning model is higher than students who obtain mathematics learning using guided inquiry model.

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

Ta dib ◽  
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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