scholarly journals Validitas Model Inkuiri yang Diintervensi Proses Reflektif untuk Melatih Kemampuan Berpikir Kritis Mahasiswa Calon Guru

2019 ◽  
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Construct Validity ◽  
Content Validity ◽  
Empirical Studies ◽  
Group Discussion ◽  
Inquiry Learning ◽  
Critical Thinking Ability ◽  
Framework Model ◽  
Thinking Ability

Critical thinking has become the main competency of 21st century learning and encourages the development of learner critical thinking at the higher education level regarded as an important outcome of education. This study develop an inquiry learning model which are intervened by reflective processes in their teaching, or in its development called Reflectif-Inquiry Learning (RIL) Model which is specificly aim to improve critical thinking ability of preservice teachers. This research is the first step in development research in which the RIL model developed was constructed based on theoretical and empirical studies so that it gave birth to a hypothetical framework of the RIL model itself. The RIL model product was then validated by involving 7 experts as validators through the focuss group discussion (FGD) mechanism. Validation aspects include content validity and construct validity. The data from the validation of the model were analyzed descriptively by averaging the results of validation. The validation results of the RIL model show that the validity level (Va) of 4,28 in a very valid category. Whereas Va in the content validity and construct validity aspects are 4,26 and 4,32, both in the very valid category. The hypothetical framework model developed based on the conceptual frame and the results of its validation is provided in this article.

scholarly journals The Effectiveness of Inquiry Learning Models Intervened by Reflective Processes to Promote Critical Thinking Ability in Terms of Cognitive Style

2020 ◽  
Vol 15 (16) ◽  
pp. 212
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati ◽  
Saiful Prayogi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Physics Education ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Models ◽  
Reflective Process ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aims to explore the effectiveness of inquiry learning models inter-vened by the reflective process to promote the critical thinking ability of preserv-ice teachers in terms of cognitive style. This study is a quasi-experimental re-search with one-group pretest posttest design. The research sample involved 24 preservice physics teachers who studied at the Physics Education Department - Mandalika University of Education (Undikma). Cognitive style measurement us-es the Group Embedded Figures Test (GEFT) to identify groups of preservice teachers into the field dependent (FD) or field independent (FI) cognitive style. Measurement of critical thinking ability using test instruments in the form of es-says consisting of 8 test items. Critical thinking ability score is analyzed descrip-tively and statistically, where the normality test and paired t-test was conducted. The results of the study show that as many as 13 preservice teachers are catego-rized into the FD cognitive style and 11 categorized into the FI cognitive style. The average pretest score of the two cognitive style groups (FD and FI) was 0.87 with the criteria of "less critically", and after the implementation of the inquiry learning model intervened by the reflective process, the average posttest score was 16.25 with the criteria of "critically," and n- a gain of 0.64 with the criteria of "moderate." These results indicate that the inquiry learning model intervened by the reflective process is effective to promote critical thinking ability of preservice teachers with FD and FI cognitive styles.

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP MELALUI PEMBELAJARAN INKUIRI

2019 ◽  
Vol 2 (2) ◽  
pp. 103-116
Author(s):  
Kristina Warniasih ◽  
Ririn Meila Kurniawati ◽  
Niken Wahyu Utami
Keyword(s):  
Critical Thinking ◽  
Middle Class ◽  
Learning Process ◽  
Inquiry Learning ◽  
Research Result ◽  
High Class ◽  
Critical Thinking Ability ◽  
Flat Side ◽  
Thinking Ability ◽  
Class Viii

The research aims to know student’s mathematics critical thinking ability at the inquiry learning process of P flat side geometry of cube and cuboid class VIII B SMP Negeri 1 Sentolo. This kind of research is qualitative research. The research subject was six students of class VIII B SMP Negeri 1 Sentolo, that consist of two students of high class, two students of the middle class, and two students of low class. The collected data was in the form of written and oral. The written data was obtained from the test, and the oral data was obtained from the interview. Mathematic critical thinking ability was measured based on Ennis’ indicator. The research result showed that after student followed the learning process with guided inquiry learning method, high-class students can build the entire indicator of mathematic critical thinking ability correctly and completely, middle-class students can built the entire indicator of mathematic critical thinking ability correctly but there were little problems at the indicator 1, 2, 3 and 4, whereas low-class students can build the entire indicator of mathematic critical thinking ability correctly but there were little problems at the indicator 2 and 3. Besides, they less in indicator 1 and 4.

scholarly journals Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa Kelas VII-A Melalui Penerapan Model Guided Inquiry dengan Bantuan Social Network Facebook di SMPN 1 Kartasura

BIO-PEDAGOGI ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Fildza Hilfi Fanani ◽  
Riezky Maya Probosari ◽  
Suciati Sudarisman
Keyword(s):  
Critical Thinking ◽  
Action Observation ◽  
Group Discussion ◽  
Self Regulation ◽  
Analytical Techniques ◽  
Guided Inquiry ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Average Improvement ◽  
Thinking Ability

<p>This study is aimed at improving the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura through the implementation of guided inquiry model assisted by the use of facebook. This research is a classroom action research involving  several cycles in which each cycle includes four stages those are planning, action, observation, and reflection. The subject of this research is the students of VII A class at SMPN 1 Kartasura in academic year of 2012/2013. The data are obtained through the test (essay and multiple-choice) and non-test (observation, interviews and questionnaires). The data are analyzed through descriptive analytical techniques and validated through triangulation techniques.  Critical thinking ability consists of six aspects those are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The average improvement percentage of critical thinking ability test in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (41,36%; 52,66%; 65,32%; 77,26%). Students’ achievement is viewed from the increase of student learning completeness consisting of cognitive, psychomotor, and affective. The result of percentage attainment average from cognitive aspects in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (36,11%; 47,22%; 72,22%; 100%). Psychomotor students’ achievement consists of three aspects, those are stringing experimental tool, observing the object changes that occur in the experiment, and communicating the results of experiments and worksheets in the presentation. The result of percentage attainment average from psychomotor aspects in Cycle I, Cycle II, and Cycle III sequently are (64,12%; 81,25%; 90,66%). Affective students’ achievement includes three aspect which are being meticulous in observing object from results of the experiment, being discipline in collecting worksheets, and being cooperative in a group discussion. The result of percentage attainment average from affective aspects in Cycle I, Cycle II, and Cycle III sequently are (61,81%; 77,31%; 91,92%). Based on the results of the research it can be concluded that the implementation of guided inquiry model assisted by the use of facebook can improve the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura.</p><p> </p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Guided Inquiry, Facebook, Biology Critical Thinking Ability,  Students’ Achievement in Biology</p>

scholarly journals Impacts of inquiry learning model on students’ cognitive and critical thinking ability

2021 ◽  
Vol 16 (3) ◽  
pp. 1290-1299
Author(s):  
Gunawan Adnan ◽  
Teuku Zulfikar ◽  
Muhammad Siddiq Armia ◽  
Syahbuddin Gade ◽  
Warul Walidin
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Educational Philosophy ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

This article describes the effects of inquiry learning model on college students’ cognitive and critical thinking skills. The research aims at understanding the extent inquiry learning model improves the college students’ cognitive and critical thinking skills in the lessons of educational philosophy and exploring students’ responses to the model. This is a pre-experimental research design, using the one group pretest-posttest design. The samples of the study were an intact class, the experimental group and no control group is needed. The data was analysed using independent test samples t-test and Normalized Gain test. The Research found that the inquiry model is effective in improving college students’ cognitive and critical thinking ability in an educational philosophy class. Overall, the N-Gain indicator of cognitive ability increased by an average of 0.66, and the N-Gain indicator of critical thinking skills increased by an average of 0.63.                                                                                                                                                                                                                                                         Keywords: Congnitive skill, Critical thinking, Inquiry learning, Educational Philosophy, College Student

scholarly journals CULTIVATING CRITICAL THINKING ABILITY IN BTI IN CHINA

2018 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Yuehong Wei
Keyword(s):  
Critical Thinking ◽  
Group Representation ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Presentation ◽  
Critical Thinking Ability ◽  
English Reading ◽  
Thinking Ability ◽  
Short Time

It is very vital for students in BTI to grasp the critical thinking ability, but how to cultivate this ability in the fundamental courses is a big problem to be solved. This study is to employ the teamwork, such as group discussion and group representation, and reflection log in the teaching process, investigating the dynamic situation through questionnaires. The results showed that group discussion, group presentation and reflection log are the effective ways to promote students� critical thinking skills; however it cannot improve the critical thinking promptly in such a short time and it will be a successive process. Therefore, carrying out some class activities can enhance students� critical thinking skills in English reading class.Keywords: BTI, English reading, critical thinking, teamwork, reflection log

Sign in / Sign up

Export Citation Format

Share Document