scholarly journals The Development of Guided Inquiry-Based on Physics Modules At Static Fluid Material to Improve Critical Thinking Skills

2019 ◽  
Author(s):  
Zekka Putri ◽  
Sarwanto Sarwanto ◽  
Harjana Harjana
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Static Fluid

scholarly journals Penerapan Model Process Oriented Guided Inquiry Learning (POGIL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

2017 ◽  
Vol 3 (2) ◽  
pp. 127-136
Author(s):  
Adam Malik ◽  
Vita Oktaviani ◽  
Wahyuni Handayani ◽  
Muhammad Minan Chusni
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Static Fluid ◽  
Process Oriented

Abstract This study aims to determine the implementation of learning using Process Oriented Guided Inquiry Learning model (POGIL) and the influence of application of POGIL learning model to the critical thinking skills of students. The method used in this research was pre-experimental design, with the one-group pretest-posttest design. The sample of this research was class X MIA E which amounted to 36 people selected by using simple random sampling technique. The results showing the average of all teacher activity of meetings was 88.88% and 87.04% for the students' activities were in the very good category. In addition, there was an increase in the critical thinking skills of students on the static fluid concept of 0.61 which was included in the medium category. Thus, POGIL learning model can be used as an alternative in improving students' critical thinking skills on the static fluid concept. Keywords: POGIL, critical thinking skills, static fluid Abstrak Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran menggunakan model Process Oriented Guided Inquiry Learning (POGIL) dan pengaruh penerapan model pembelajaran POGIL terhadap keterampilan berpikir kritis peserta didik. Metode dalam penelitian ini menggunakan pre-experimental design, dengan desain one-group pretest-posttest. Sampel penelitian ini yaitu kelas X MIA E yang berjumlah 36 orang yang dipilih dengan menggunakan teknik simple random sampling. Hasil penelitian menunjukkan rata-rata seluruh pertemuan aktivitas guru sebesar 88,88% dan aktivitas peserta didik 87,04% yang termasuk pada kategori sangat baik. Selain itu, terdapat peningkatan keterampilan berpikir kritis peserta didik pada materi fluida statis sebesar 0,61 yang termasuk pada kategori sedang. Dengan demikian, model pembelajaran POGIL dapat dijadikan sebagai alternatif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi fluida statis. Kata-kata Kunci: POGIL, keterampilan berpikir kritis, fluida statis

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 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 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 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 Development of Science Learning Tool Oriented Toward Guided Inquiry to Improve Students’ Critical Thinking Skills

2020 ◽  
Vol 5 (6) ◽  
pp. 1394-1402
Author(s):  
Rahmi Nur Habibah ◽  
jandra Kirana ◽  
Raharjo .
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Data Analysis ◽  
Elementary Students ◽  
Science Learning ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Guided Inquiry

This study aims to produce science learning tools that are valid, practical, and effective which consists of syllabus, lesson plan, teaching material, student activity sheets, and test sheets to improve the critical thinking skills of elementary students. This research was carried out using the 4-D model of adaptation Ibrahim, M., which is define, design, developing, disseminate and tested in class V of Jiken Elementary School, Kedondong I Elementary School, Sudimoro Elementary School, school year 2019/2020 with One-Group Pretest-Posttest Design. Data analysis techniques used are quantitative and qualitative descriptive. The results shows: 1) valid, according to the validity of the three validators with valid categories, 2) practical, in accordance with the level of observers seen from the activity of students increasing at each meeting and implementation of RPP, 3) effective, seen from appearing significantly different from the pretest and posttest test students' critical thinking and positive student responses. Based on the results of data analysis, it can be concluded that the development of science learning tools oriented in guided inquiry is valid, practical, and effective for improving critical thinking skills of elementary students.

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