The Effectiveness of Inquiry-Based Module to Empower the Studentsr Critical Thinking Skills (original) (raw)
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Journal of Physics: Conference Series, 2018
Critical thinking skills are seen as important skills for survival and have become one of Indonesia's educational goals. The results of initial observation of critical thinking skills in Kemangsen 2 primary school involving students of grade V, revealed that 95% students possessed score 2 (with the scale, ranging from 1 to 4). Therefore, critical thinking skills of students need to be improved by applying hands-based learning of Hands on Science; one of which is through inquiry learning. The purpose of this study is to determine the effectiveness of inquiry learning model in trained critical thinking skills of elementary students (n = 22). This research was conducted by One Group Pretest-Posttest Design. Data were analyzed using t-dependent tests for overall critical thinking skills and descriptive analysis for critical thinking skills for each indicator. The critical thinking skills trained in this study include evaluation, explanation, interpretation, and inference based on the results of data analysis. To sum up, inquiry learning is classified as effective in terms of training students' critical thinking skills. The critical thinking skills of students should be continuously trained on appropriate materials or topics.
European Journal of Educational Research
Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.
The effect of the inquiry-based learning approach on student’s critical-thinking skills
EURASIA Journal of Mathematics, Science and Technology Education, 2016
The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6 th grade attending four, 6 th grade secondary school classes. Within the framework of the study, in order to evaluate the effects of IBL approach on the students' critical-thinking skills in science and technology courses, the guided activity set was developed by the researchers in line with the IBL approach. In this study, pretest and posttest control group experimental designs were applied. The findings of the study revealed that science and technology learning supported with the guided activities developed in line with the IBL approach have significant effects on students' critical-thinking skills in science and technology courses.
International Journal of Instruction, 2017
The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.
EduBasic Journal: Jurnal Pendidikan Dasar
One of the skills that students need to possess in the 21st century is the ability to think critically. Students' critical thinking skills can be developed in natural science learning. Nonetheless, not all learning models can help students improve their critical thinking skills. Undoubtedly, a suitable learning model must be chosen; the most crucial step is understanding the student's preferred learning method. This study, therefore, aims to determine the influence of the inquiry learning model in improving students' critical thinking skills in terms of various student learning styles. This study used a quantitative research approach. The method used was an experimental research method with a 2x2 factorial ANOVA experimental research type. This research was conducted in class V at eight elementary schools in Majalengka Regency, with a total sample of 262 students. The data collection instrument employed was an essay test. The data analysis techniques utilized were the no...
Proceedings of the UR International Conference on Educational Sciences, 2018
This research aims to improveprimary students' critical thinking skill through inquiry learning model in science learning. This research was classroom action research in two cycles with consist of planning, action, observation, and reflection. Each cycle consisted of two sessions. Data collection techniques were non-test and test. Data were analyzed using quantitative and qualitative analysis. The results of the research show the percentage of the critical thinking skill outcomes in first cycle is 66.67 % and second cycle is 80.55 %. The average teacher's skill in first cycle scored 26 (good category) and second cycle scored 33 (excellent category). The average in student's activity first cycle scored 69 (good category) and second cycle scored 91 (excellent category). In conclusion, implementing inquiry learning model can improve critical thinking skill primary students' critical thinking skill.
The effect of the inquiry-based learning approach on student's critical-thinking skills 1
The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit " Particulate Structure of Matter " on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6 th grade attending four, 6 th grade secondary school classes. Within the framework of the study, in order to evaluate the effects of IBL approach on the students' critical-thinking skills in science and technology courses, the guided activity set was developed by the researchers in line with the IBL approach. In this study, pretest and posttest control group experimental designs were applied. The findings of the study revealed that science and technology learning supported with the guided activities developed in line with the IBL approach have significant effects on students' critical-thinking skills in science and technology courses.
Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018)
This study aimed to describe the effectiveness of guided inquiry based learning to train critical thinking skills on ecosystem topic in the high school level. The trial test in this study involved 10 th graders of SMA Negeri 1 Sumenep in the second semester of academic year 2017/2018 by implementing the modified guided inquiry based learning devices. The research design was that used in this study was One-Group Pretest-Posttest Design. Data of students' critical thinking skills were obtained from students' answers to the six critical thinking skills instruments. The results obtained from this study is in the form of critical thinking skills data of students viewed from the gain score and students' mastery learning outcomes. The gain score obtained by the students has an average of 0.74 which categorized as high. Moreover, the percentages of students' mastery learning data showed that 100% of students succeeded after being given the treatment. Based on these data, it can be concluded that guided inquiry based learning enables students to practice their critical thinking skills on ecosystem topic.
Jurnal Ilmiah Pendidikan Fisika
The COVID-19 pandemic pushed many schools to create hybrid learning systems due to drastic changes in the learning environment. Technology and knowledge have advanced swiftly in the 21st century. As the foundation of education, the school is expected to foster students' 4C skills, one of which is critical thinking. This study aimed to analyze how students' critical thinking skills changed after studying harmonic motion using the guided inquiry model and scientific approach. The study used a quantitative method with the pre-experimental design's one-group pre-test post-test procedure. A 10-question essay was used to obtain data from 31 students in grade X IPA 3. The findings indicated that students' critical thinking skills improved, with an N-Gain score of 0.72. As well as implications for this study, there were significant differences in critical thinking participants were educated with the T-test sample pair after using the santific suppression with the guided inqu...
2019
Education is an effort to develop students in terms of knowledge, attitudes and skills in a social environment in which interaction occurs between students and educators. The purpose of this study was to determine the improvement of knowledge competencies, attitude competencies and skills competencies of students by using a guided inquiry model. The research subjects were class X MIA MAN 3 Kota Padang Panjang. The data analysis used in this study is qualitative analysis carried out descriptively. The design of this study uses classroom action research. This classroom action research was conducted in 2 cycles, each cycle of which was held 3 times. The results of this study indicate that the average score of knowledge, attitudes and skills of students of class X MIA has increased. The first cycle obtained an average of 77.87%, while in the second cycle there was an increase of 82,49%. Based on the results of the study, it can be concluded that the students' critical thinking skill...