scholarly journals Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

2021 ◽  
Vol 2 (3) ◽  
pp. 45-60
Author(s):  
Alifia Suryatin Ramadani ◽  
Zainul Arifin Imam Supardi ◽  
Tukiran ◽  
Eko Hariyono
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Science Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Tools ◽  
Learning Models ◽  
Inquiry Based Learning ◽  
Analytical Thinking ◽  
Skills Learning

The 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. These skills are necessary for science learning. Analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. This study examines learning models and learning tools that can improve analytical thinking skills. Learning based on inquiry learning is expected to improve students' analytical thinking skills. The findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. The problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. Analytical thinking skills are closely related to problem-solving. So with analytical thinking skills, students will quickly identify and solve a problem.

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 Development of Science Learning Tools using the STEM Approach to Train Problem Solving Ability and Students Activeness in Global Warming Material

2021 ◽  
Vol 9 (3) ◽  
pp. 363-375
Author(s):  
Aulia Isatunada* ◽  
Sri Haryani
Keyword(s):  
Global Warming ◽  
Problem Solving ◽  
Learning Strategies ◽  
Learning Process ◽  
Science Learning ◽  
Student Response ◽  
Learning Tools ◽  
Test Analysis ◽  
And Mathematics ◽  
Feasibility Test

The success of learning in schools cannot be separated from planning appropriate learning strategies and learning tools used by teachers in the classroom. The learning device is used by the teacher as a benchmark to see how far the teacher has succeeded in teaching which can be seen when a method in the learning tool is applied. This research aims to produce science learning tools using the STEM approach to train problem solving abiliy and students activeness on global warming material that is suitable for use to support the learning process. The development procedure in this research refers to the ADDIE development model. Data collection techniques obtained by the method of observation, questionnaires, and documentation. Based on the results of the research, it shows that the learning tools developed have characteristics, including: learning tools with a STEM approach so that they refer to the disciplines of science, technology, engineering, and mathematics; using leaflet media as a learning medium that is used to convey information; taking the theme of global warming as the main subject; there are indicators of problem solving abilities in the learning tools developed; and there are indicators of activity in the learning tools developed. The results of the feasibility test analysis based on the percentage of validation on the presentation and material aspects, namely the syllabus obtained a percentage of 94.60%, lesson plans obtained a percentage of 94.46%, student discussion sheet obtained a percentage of 93.50%, test questions obtained a percentage of 93.34%, the observation sheet obtained a percentage of 95.42%, and the leaflet media obtained a percentage of 97.50%. Meanwhile, the leaflet media also obtained a percentage based on the results of the student response questionnaire on the validity, practicality, and effectiveness aspects of 89.56% which means that the leaflet media is very good to be used to assist the delivery of material in the learning process. Based on this, it can be concluded that science learning tools using the STEM approach to train problem solving abiliy and students activeness on global warming material are very suitable for support the learning process

scholarly journals Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics

2020 ◽  
Vol 4 (1) ◽  
pp. 83
Author(s):  
Anike Putri ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Average Response ◽  
Flat Side ◽  
Student Questionnaire ◽  
Skills Learning

This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.

scholarly journals Pengaruh Strategi Pembelajaran Inkuiri dan Kemampuan Memecahkan Masalah terhadap Keterampilan Proses Sains Mahasiswa pada Praktikum Fisiologi Tumbuhan

2017 ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Plant Physiology ◽  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The purpose of this research was to know effect of inquiry learning strategies and problem solving ability to student university science process skills on plant physiology prakticum. The research applied the quasy experiment method with a 2 x 2 factorial design. The results showed that (1) science process skills of student university who learned with modified free inquiry learning strategies are higher science process skills of student university who learned with guided inquiry learning strategies (2) There is interaction effect between strategies learning and problem solving ability to the science process skills. (3) science process skills of student university who learned with modified free inquiry learning strategies is higher than the students who learned with guided inquiry learning strategies in terms of high problem solving ability. and (4) science process skills student university learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student university.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to 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 Bagaimana Menerapkan Life Skills dan Ngerti, Ngrasa, Nglakoni Pada Worksheet Digital Berbasis Integrated-Science

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Astuti Wijayanti ◽  
Tias Ernawati
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Life Skills ◽  
Science Learning ◽  
Daily Life ◽  
Learning Activities ◽  
Learning Models ◽  
Integrated Science ◽  
Innovative Learning ◽  
Learning Data

Science is a field of study that is closely related to daily life. However, students are less skilled and have difficulty connecting science concepts with problem-solving in their environment. This article is a Define phase that aims to describe how to apply life skills and understand, feel, and trace from the teachings of Ki Hajar Dewantara on integrated science-based digital worksheets in science learning. Data collection techniques using documentation that is from the study of literature about integrated science, lifeskill and the teachings of Ki Hajar Dewantara. Integrated science-based digital worksheets that are developed by applying life skills and ngerti, ngrasa, nglakoni can be displayed with a variety of innovative learning models. Application of the steps of the model will be able to bring up the type of life skills that are developed and also develop tringo in the learning activities of students.  

scholarly journals PENERAPAN MODEL PEMBELAJARAN INKUIRI BERBASIS KONSEP JUAL BELI TERHADAP RESPON SISWA PADA MATA PELAJARAN STATISTIKA

2018 ◽  
Vol 4 (1) ◽  
pp. 22-28
Author(s):  
Fitriani Fitriani
Keyword(s):  
Elementary School ◽  
Positive Response ◽  
Inquiry Learning ◽  
Learning Model ◽  
Student Response ◽  
Fifth Grade ◽  
Learning Models ◽  
Inquiry Based Learning ◽  
Minimum Score ◽  
Abstract Learning

Abstract. Learning is the process of interaction between students and their environment so that there is a change in behavior towards a better direction. So that in generating a positive response it is necessary to improve the learning model. This research was conducted at the fifth grade IT FAZA AZKIA Elementary School, Kelurahan Hutaraja, Kabupaten Tapanuli Selatan, Provinsi Sumatera Utara. Research uses classroom action research. The study aims to determine how students respond to the use of inquiry-based learning models based on the concept of buying and selling on statistical material. This research resulted in the response of students in the first cycle still not achieving a minimum score of 80%. While the response of students in cycle second the entire response of students has reached a minimum value of 80%. So that the response of students has been positive and this has increased from cycle I to cycle II.Keywords: Student Response, Inquiry Learning Model, Buying and Selling Concept

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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