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 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.

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

MADRASAH ◽  
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.

scholarly journals The Correlation Analysis Between Critical Thinking Skills And Learning Outcomes Through Implementation Of Guided Inquiry Learning Models

2021 ◽  
Vol 9 (1) ◽  
pp. 33
Author(s):  
Laiaza Aghenia Muhan ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Inquiry Learning ◽  
Reaction Rates ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Learning Models

The 21st-century learning process highlights the critical thinking skills concept. Critical thinking has the highest chance of impacting students' learning outcomes. One of the learning models to increase critical thinking skills was guided inquiry. This research aimed to analyze the correlation between critical thinking skills and learning outcomes on reaction rates topic using the Guided Inquiry learning model. This research used a correlational design.  Subjects were students of SMA Negeri 1 Krian class XI MIPA 6 odd semester in the academic year 2020/2021 as many as 34 people. The data were obtained using the observation sheets instrument for the implementation of the guided inquiry learning model, the critical thinking skills test sheets, and the learning outcomes test sheets. Data were analyzed using Pearson correlation and linear regression analysis used (α) 0.05. The results indicated that there was a significant positive correlation between critical thinking and learning outcomes on reaction rates topic using the Guided Inquiry learning model. The correlation regression equation obtained between the two variables is Y = -16.575 + 1.170X with reliability value 76,3%. The N-gain score obtained for each indicator of critical thinking skills and learning outcomes ≥ 0.7 at high criteria.

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) DAN GUIDED INQUIRY (GI) TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA

2017 ◽  
Vol 7 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Widya Fitriani ◽  
Dedi Irwandi ◽  
Dewi Murniati
Keyword(s):  
Critical Thinking ◽  
Chemical Equilibrium ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Process Oriented ◽  
Experimental Group

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

scholarly journals Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing dengan Praktikum Konversi Energi Panas Ke Lisrik untuk Meningkatkan Kemampuan Berpikir Kritis

Kappa Journal ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 127-135
Author(s):  
Anisa Apriyani Putri ◽  
◽  
Eko Suyanto ◽  
B. Anggit Wicaksono
Keyword(s):  
Critical Thinking ◽  
Energy Conversion ◽  
Thermoelectric Generator ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Heat Energy ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Paired Sample

This study aims to determine the effect of the application of guided inquiry learning models with the practice of converting heat to electricity to improve critical thinking skills. The population of this research is all students of class XII Science of SMA Negeri 1 Way Jepara. The selection of research samples using purposive sampling techniques with a sample of class XII Science 5 totaling 33 students. The research design used was One Group Pretest-Posttest. Learning is done by conducting practicum activities using a set of guided inquiry-based heat energy conversion devices. The tool used in practicum activities is an advantage in this study because there has been no previous research that uses practicum learning methods with tools to convert heat energy to electricity. Practicum activities carried out on two learning topics or practicum twice. In practicum activities topic one is about the unit thermoelectric generator module specifications and in practicum activity topic two is regarding the thermoelectric generator circuit to turn on the LED lights. Data were tested by N-gain analysis, normality test, Paired Sample T-Test. Based on the results of the Paired Sample T-test, it can be seen that the significance value of 0.00 is less than 0.05, it can be concluded that there is an influence of students' critical thinking skills before and after using guided inquiry learning models with energy conversion practicum.

scholarly journals The Effect Of Guided Inquiry Learning Model On Chemistry Learning Towards Critical Thinking Skills Students At Class XI MIA SMAN 7 Mataram 2019

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Hary Abdurrahman ◽  
Wildan Wildan ◽  
I Nyoman Loka
Keyword(s):  
Critical Thinking ◽  
Sampling Method ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Guided Inquiry ◽  
Chemistry Learning

          This research aims to investigate the effect guided inquiry learning model on chemistry learning towards critical thinking skills students at class XI MIA SMAN 7 Mataram 2019. Quasi experimental in the form of non-equvalent control group design is the type of this study. The population of this research was all students of XI MIA SMAN 7 Mataram. Purposive sampling method was chosen to be the sampling method of this study. The sample of this study were XI MIA 3 as the experiment class and XI MIA 4 as control class. In experiment class, guided inquiry learning model Student given, whereas conventional learning model with lecture method was applied in control class. The result of statistic test at significant level (5%) showed that tcount (3,33) > ttable (2,009). The average score of experiment class is 69,72 with the median is 67,6 which is higher than the average score of control class is 62,17 with the median is 58,3. The standart deviation of experiment class is 7,494 which is smaller than the standart deviation score of control class is 8,009 which means the experiment class is more homogeneous than the control class. Based on these results it can be concluded that difference in scores between the two classes did not occur by accident, but because of guided inquiry learning model effect.Keywords: guided inquiry learning model, critical thinking skills 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 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 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 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

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