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 Aplikasi model inkuiri terbimbing berbantuan lkpd untuk meningkatkan keterampilan proses sains pada materi kalor

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Siska Dewi Aryani
Keyword(s):  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Guided Inquiry ◽  
Literature Study ◽  
Science Process Skills ◽  
Learning Patterns ◽  
Scientific Approach ◽  
Skills Learning

ABSTRAKPenulisan ini dilatar belakangi oleh pola pembelajaran yang ditekankan saat ini selain menuntut pembelajaran yang mengedepankan kemampuan berpikir kritis juga pembelajaran harus menggunakan pendekatan saintifik. Kebanyakan peserta didik menganggap bahwa materi fisika terutama subkonsep kalor adalah materi abstrak. Untuk itu, perlu ada aplikasi dalam pembelajaran yaitu dengan mengaplikasikan model inkuiri terbimbing berbantuan LKPD agar peserta didik dapat meningkatkan keterampilan proses sainsnya. Tujuan penelitian ini yaitu mendeskripsikan aplikasi model inkuiri terbimbing berbantuan LKPD untuk meningkatkan keterampilan proses sains pada materi kalor. Metode yang digunakan dalam penulisan ini yaitu dengan studi kepustakaan dengan mengkaji beberapa literatur untuk dianalisis dan dibuat kesimpulan. Hasil penulisan menunjukkan bahwa model inkuiri terbimbing berbantuan LKPD untuk peserta didik dapat menjadi solusi dari permasalahan yang ditemui dalam meningkatkan keterampilan proses sains peserta didik di kelas. Model inkuiri terbimbing berbantuan LKPD diaplikasikan kepada peserta didik di Sekolah Menengah Atas dengan beberapa langkah antara lain; peserta didik diberikan masalah untuk dipecahkan, masalah diberikan dalam bentuk LKPD, selanjutnya melakukan proses analisis dan diskusi untuk menemukan solusi dari masalah yang ditemukan, setelah itu peserta didik melakukan presentasi kepada kelompok lain dengan LKPD yang sudah di isi selama proses pembelajaran berlangsug. Dengan demikian, pembelajaran dengan model inkuiri terbimbing dapat meningkatkan keterampilan proses sains peserta didik di kelas Kata Kunci: Inkuiri terbimbing, LKPD, Keterampilan proses sains ABSTRACTThis article was based on the learning patterns that are emphasized at present, apart from demanding learning that prioritizes critical thinking skills, learning must also use a scientific approach. Most students consider that Physics, especially the sub-concept of heat, is an abstract material. For this reason, there was a need for an application in learning, namely by applying a guided inquiry model assisted by LKPD so that students can improve their science process skills. The purpose of this research was to describe the application of the guided inquiry model assisted by LKPD to improve science process skills in heat material. The method used in this writing is literature study by reviewing some of the literature to be analyzed and made conclusions. The results of the writing show that the guided inquiry model assisted by LKPD for students can be a solution to the problems encountered in improving the science process skills of students in the classroom. The LKPD-assisted guided inquiry model was applied to students in Senior High Schools with several steps, among others; students were given problems to solve, problems were given in the form of LKPD, then carried out a process of analysis and discussion to find solutions to the problems found, after that students made presentations to other groups with LKPD that have been filled during the learning process. Thus, learning with a guided inquiry model can improve the science process skills of students in the classroom Keywords: Guided inquiry, LKPD, Science process skills

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 Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Didimus Tanah Boleng ◽  
Elsje Theodora Maasawet ◽  
Krishna Purnawan Candra
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Significant Interaction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Main Effect ◽  
Scientific Approach ◽  
Quasi Experimental

In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.

scholarly journals INQUIRY SOCIAL COMPLEXITY (ISC): DESIGN INSTRUCTIONAL TO EMPOWERMENT CRITICAL AND CREATIVE THINKING (CCT) SKILLS IN CHEMISTRY

2020 ◽  
Vol 17 (34) ◽  
pp. 727-735
Author(s):  
Ryzal PERDANA ◽  
A. Budiyono ◽  
A. Sajidan ◽  
A. Sukarmin ◽  
Ratu Betta RUDIBYANI
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Literature Review ◽  
Creative Thinking ◽  
Social Complexity ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
School Students

To prepare people to live in the 21st century successfully, it is needed more than subject contents. It is very crucial for the people to know in how to apply their skills and knowledge by critical thinking, using knowledge in new situations, comprehending new ideas, collaborating, communicating, problems solving, decision making and so on. This research is an innovation of disruptive education that aims to design learning models that can empower students' critical thinking skills through descriptive analysis based on data and literature review. This study used a sample of 180 high school students in the city of Surakarta, Indonesia. The results of the measurement of students' critical thinking skills in the category are very lacking in all aspects, for instance, 52.80% of analysis aspect, 37.28% of inference aspects, 45.16% of explanation aspect, 35.01% of self-regulation aspect are in very low criteria as well as 41.14% of interpretation aspects in very poor criteria. The results of measurement of students' creative thinking skills also shows very concerning category in all aspects involving: fluency of 45.83% of fluency aspect, 42.50% of flexibility aspect, 44.86% originality aspect, and 47.50% of elaboration aspect are all in very low criteria. Literature review results also found that chemistry teachers’ design model has not maximized the ability to think critically so that it needs a learning design that can empower critical thinking skills. Through a data-based literature study a form of inquiry social complexity (ISC) model was formulated to empower critical thinking skills.

scholarly journals Critical thinking of student nurses during clinical accompaniment

Curationis ◽  
2005 ◽  
Vol 28 (3) ◽  
Author(s):  
BY Uys ◽  
SM Meyer
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Quantitative Research ◽  
Nursing Practice ◽  
Student Nurses ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
Clinical Methods ◽  
Outcomes Based Education

The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators’ perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts ‘critical thinking’ and ‘facilitation’ were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

scholarly journals ASSURE MODEL WITH ICT-ENVIRONMENTAL SCIENTIFIC APPROACH TO IMPROVE CRITICAL THINKING ABILITY

2021 ◽  
Vol 8 (2) ◽  
pp. 88-93
Author(s):  
Rini Susila ◽  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Information Communication ◽  
Literature Study ◽  
Model Quality ◽  
Main Concept ◽  
Chemistry Learning ◽  
Scientific Approach ◽  
Culture Development

This research is compiling and describing, among others; 1) The background of the development of the Assure model, 2) the main concept of the Assure model, 3) the concept of the Assure model with a scientific approach, ICT-Environment, 4) How to integrate the Assure model with a scientific approach, ICT-environment into the lesson plans. 5) the concept of critical thinking, 6) Description of the application of the Assure model with a scientific approach, ICT-environment to improve critical thinking skills in chemistry learning. Using the literature study methodology. The research finding is that the Assure model can be integrated with a scientific approach and then combined with Information Communication and Technology (ICT) which uses concrete examples from the environment to improve critical thinking skills in chemistry learning. In conclusion, the application of the Assure Model using a scientific approach -ICT - environment will provide effective learning for students to explore chemistry more broadly so as to increase critical thinking power. Keywords : Assure model, quality culture development, critical thinking

scholarly journals Study on Implementation of Inkuiri Learning Model Guided to Students' Critical Thinking Ability

2021 ◽  
Vol 8 (2) ◽  
pp. 403
Author(s):  
Hardianti Nur Fajri ◽  
Agung Purwanto ◽  
Erry Utomo
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Inquiry Learning ◽  
Secondary Data ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Literature Study

This study aims to explore information about the implementation of guided inquiry learning models on students' critical thinking skills. This research uses a qualitative approach with the type of literature study research. The sampling technique in this study used secondary data sources, using data analysis techniques, namely reduction, exposure, and conclusion. The result of this research is that guided inquiry learning model can improve students' critical thinking skills. Science as a subject that is often associated with current issues is very suitable for fostering critical thinking skills and one of them is to increase student motivation. The inquiry learning model is designed as a contributive learning model for students. Inquiry learning model with stages: (1) planning; (2) preparation; (3) group division; (4) discussion; and (5) exposure, those steps are able to make learning meaningful, motivate students, and students can reconstruct knowledge independently, and foster critical thinking skills. The use of the guided inquiry model also contributes to students' critical thinking skills which consist of inference, interpretation, evaluation, and self-regulation.

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.

Sign in / Sign up

Export Citation Format

Share Document