scholarly journals The influence of science, technology, engineering, mathematic (STEM) based biology learning through inquiry learning models towards students’ critical thinking skills and mastery of biological concepts

2021 ◽  
Author(s):  
R. Nur Zakiyah ◽  
Ibrohim ◽  
Hadi Suwono
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Science Technology ◽  
Biological Concepts ◽  
Biology Learning

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 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 CRITICAL THINKING SKILLS ENHANCEMENT OF STUDENTS THROUGH INQUIRY LEARNING MODEL LABORATORY BASED ON REFLECTION OF THE LIGHT

2018 ◽  
Vol 1 (1) ◽  
pp. 34-41
Author(s):  
Rahmati Rahmati ◽  
Yusrizal Yusrizal ◽  
M. Hasan
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Light Reflection ◽  
Learning Models ◽  
Banda Aceh

 Abstract. This study aims to determine the use of inquiry-based learning model laboratory to increase critical thinking skills of students of SMP Negeri 6 Banda Aceh on light reflection material. The method used is a quasi-experimental control group design with pre-test and post-test design. The population in this study is in the eighth grade students of SMP Negeri 6 Banda Aceh. The sampling technique used purposive sampling technique. As for the samples in the study were students VIII2 as an experimental class, and the class as a class VIII5 control the number of students in each class of 30 people. Experimental class taught by laboratory-based inquiry learning model, and the control class was taught by conventional learning models. Data collected through the research instrument is test critical thinking skills in essay form. Conclusions are drawn based on the results of data analysis and processing using Microsoft Word Exel, 2013. The results of data analysis showed an average score of critical thinking skills and experimental control group was 27.90% (low) and 42.02% (moderate). This result was also confirmed by the t-test, the average difference in the improvement of critical thinking skills (α = 0.05) obtained t (6.10) t table (2.39). These results indicate a laboratory-based inquiry learning model can significantly improve the students' critical thinking skills compared with conventional learning models in light reflection material.Keywords: Model inquiry, and critical thinking skills

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.

IMPLEMENTATION OF INQUIRY LEARNING MODELS INTEGRATED WITH NESTED TO INCREASE STUDENT’S CRITICAL THINKING SKILLS ON ELECTROLYTE AND NON-ELECTROLYTE SOLUTION MATERIALS

2020 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Anis Fadlilah ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Electrolyte Solution ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Average Percentage

This research purpose to describe the implementation of inquiry learning integrated by Nested, students' activities, critical thinking skills and student learning outcomes after the implementation of learning models on electrolyte and non-electrolyte solution materials. The research design used is "one group pre-test post-test design". The method used in this study is observation and test methods. The results of the study indicate the application of learning gained an average percentage at meeting 1 of 93.75% and at the second meeting of 97.91% with very good criteria and supported with relevant student activity data, students' critical thinking skills increased with the average N-gain on the interpretation indicator is 0.78; analysis indicators of 0.83; indicator of inference of 0.74; and evaluation indicators by 0.84 with high criteria. In addition, student learning outcomes also reached classical completeness of 88.57%.

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 Analisis Kebutuhan Penilaian Capaian Literasi STEM Peserta Didik dalam Pembelajaran Biologi

2021 ◽  
Vol 5 (2) ◽  
pp. 156-163
Author(s):  
Maisyarah Ayu Budi Ningrum ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literacy Achievement ◽  
Science Technology ◽  
The World ◽  
Stem Literacy ◽  
Biology Learning ◽  
Achievement Assessment

STEM literacy in education aims to be able to prepare students to be able to compete in the world of education in the world of work in the future. The benefit of STEM Literacy is that it makes students more skilled in all areas including science, technology, mathematics, and engineering. In ad- dition, STEM literacy can also make students improve their critical thinking skills and become crea- tive, logical, innovative, productive and relate directly to real conditions. This study aims to analyze the needs of students' STEM literacy achievement assessment in learning biology. The type of research used is descriptive, with data collection techniques carried out by conducting observations and inter- views. The results showed that biology learning has been implemented based on STEM literacy, stu- dents are still less enthusiastic in reading, students are more interested in learning related to technol- ogy, teachers do not know the assessment of students' STEM literacy achievement in biology learning.

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