THE EFFECT OF APPLYING ARGUMENT DRIVEN INQUIRY MODELS TO THE CRITICAL THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS BASED ON GENDER DIFFERENCES (original) (raw)
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Jurnal Pendidikan Fisika. Vol 7, No 2 , 2018
Critical thinking skills are fundamental skills in 21st century learning. Based on preliminary research in 25 junior high schools in Bandar Lampung, physics teaching and learning has not been maximized in empowering students’ critical thinking skills. This research aims to determine the effect of the implementation of Argument Driven Inquiry learning model to the critical thinking skills of students based on academic ability. This research uses Quasi Experiment method with Pretest Posttest Non Equivalent Control Group Design. The data collected through critical thinking instrument test before and after learning with Argument-Driven Inquiry model. The data were analyzed using Independent Sample T-Test to determine difference after learning through Argument Driven Inquiry model. The results showed that (1) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of high academic student shown by sig value. 0,021 (2) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of low academic student shown by sig value. at 0.003 at 95% confidence level. We conclude that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of students with high and low academic ability
Neni Hasnunidah, 2018
The Influence of Argument-Driven Inquiry on Critical Thinking Skills of Different Academic Students. This study aimed to determine the significance of the effect of Argument-Driven Inquiry learning models, academic ability, and the interaction of learning models with academic ability on learning the structure and function of plants on students' critical thinking skills. The research sample was students of class VIII.1 and VIII.2 taken by cluster random sampling technique. This research was quasi-experiment with Pretest Postes Non-Equivalent Control Group Design. The instrument used in this research was test of critical thinking skills. Data analysis with Ancova and BNT tests respectively at 5% significance level. The results showed that the ADI learning model, academic ability, and interaction between the learning model and academic ability had a significant effect on students' critical thinking skills with their respective significance values that were 0,000; 0,021; 0,014. Abstrak: Pengaruh Argument-Driven Inquiry terhadap Keterampilan Berpikir Kritis Siswa Berkemampuan Akademik Berbeda. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh model pembelajaran Argument Driven Inquiry (ADI), kemampuan akademik, dan interaksi model pembelajaran dengan kemampuan akademik pada pembelajaran struktur dan fungsi tumbuhan terhadap keterampilan berpikir kritis siswa. Sampel penelitian adalah siswa kelas VIII.1 dan VIII.2 yang diambil dengan teknik cluster random sampling Penelitian ini merupakan kuasi eksperimen dengan Pretest Postes Non Equivalent Control Group Design. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis. Analisis data dengan uji Ancova dan BNT masing-masing pada taraf nyata 5 %. Hasil penelitian menunjukkan bahwa model pembelajaran ADI, kemampuan akademik, dan interaksi antara model pembelajaran dan kemampuan akademik berpengaruh signifikan terhadap keterampilan berpikir kritis siswa dengan nilai signifikansi masing-masing adalah 0,000; 0,021; 0,014. Kata kunci: Argument Driven Inquiry (ADI), keterampilan berpikir kritis, kemampuan akademik
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The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instructi...
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Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2018
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