ABSTRAK Penelitian ini bertujuan: Untuk Mengetahui apakah ada perbedaan model pembelajaran inkuiri terbimbing dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa. Sampel dalam penelitian ini dilakukan secara random sampling sebanyak dua kelas, dimana kelas pertama sebagai kelas eksperimen diterapkan model pembelajaran inkuiri terbimbing dan kelas kedua sebagai kelas kontrol diterapkan pembelajaran konvensional. Instrumen yang digunakan dalam penelitian ini yaitu instrumen tes kemampuan berpikir kritis dalam bentuk uraian sebanyak 4 soal yang telah dinyatakan valid dan reliabel. Dari hasil penelitian dapat disimpulkan bahwa ada pengaruh model pembelajaran inkuiri terbimbing dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa, Kemampuan berpikir kritis siswa yang diajarkan dengan model pembelajaran inkuiri terbimbing lebih baik dari pembelajaran konvensional. Kata Kunci: inkuiri terbimbing dan keterampilan berpikir kritis ABSTRACT This study aims: To determine whether there are differences guided inquiry learning model and conventional learning to students' critical thinking skills. The sample in this study conducted by random sampling of two classes, where the class is first applied as an experimental class guided inquiry learning model and the second class as class applied to the conventional learning control. The instrument used in this study are critical thinking skills test instruments in the form of descriptions of 4 questions that have been declared valid and reliable. From the results of this study concluded that there is the influence of guided inquiry learning model and conventional learning to students' critical thinking skills, critical thinking skills of students who are taught by guided inquiry learning model is better than conventional learning. Keywords: guided inquiry and critical thinking skills
Purpose: This study aims to produce a valid learning model by validating the creative-scientific decision -making skills (CSDMS) learning model to improve creative thinking skills and decision-making skills. Design/Methodology/Approach: The research methodology is development research adapted from Borg and Gall which consists of three stages: the preliminary stage, the model design stage and the model testing stage. This research is conducted through validation study designs those tests two criteria, namely content and construct validity by involving three experts in Focus Group Discussion (FGD) activities. The validity criteria were determined based on the Aiken validation index. Findings: The study’s findings show that the CSDMS model is valid in terms of content and construct. This is based on calculations using the Aiken formula which shows that the V value for each instrument item is 0.89 ≤ V ≤ 1 with a very valid category. It was concluded that the CSDMS model was stated to be valid both in terms of content and construct validity in order to improve students' creative thinking skills and decision-making skills. Contribution to literature: This research produces a valid learning model in terms of content and construct, so that it can improve creative thinking skills and decision-making skills. The CSDMS model has a syntax consisting of six phases, namely: 1) Problem orientation 2) Exploration 3) Elaboration 4) Group investigation 5) Decision making and 6) Evaluation and reflection.
The purpose of this study was to identify and describe the improvement of students' scientific process skills and scientific creativity. This type of research is quantitative descriptive research with thirty students of Class VII of the junior high school Negeri 12 with the main subjects of temperature and heat. The results showed that the improvement of science process skills with an average n-gain of 0.57 was in the medium category and the n-gain average of scientific creativity was 0.51 in the moderate category. The paired sample T-test shows that after using inquiry-based learning there is an increase in science process skills and scientific creativity with each sig value. <0.05. The Product Moment correlation test also shows that the correlation between the variable science process skills and scientific creativity is 0.69 which means an increase in science process skills as well as an effect on the increase in scientific creativity. Students who are able to do tasks related to science process skills will also be able to do scientific creativity tasks, especially those related to temperature and heat material.
Penelitian ini bertujuan: untuk mengetahui apakah ada perbedaan model pembelajaran inkuiri terbimbing dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa SMA. Sampel dalam penelitian ini dilakukan secara random sampling sebanyak dua kelas, dimana kelas pertama sebagai kelas eksperimen diterapkan model pembelajaran inkuiri terbimbing dan kelas kedua sebagai kelas kontrol diterapkan pembelajaran konvensional. Instrumen yang digunakan dalam penelitian ini yaitu instrumen tes kemampuan berpikir kritis dalam bentuk uraian sebanyak 4 soal yang telah dinyatakan valid dan reliabel. Berdasarkan hasil penelitian dapat disimpulkan bahwa ada pengaruh model pembelajaran inkuiri terbimbing dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa, dalam hal ini keterampilan berpikir kritis siswa yang diajarkan dengan model pembelajaran inkuiri terbimbing lebih baik dari pembelajaran konvensional.Kata Kunci: inkuiri terbimbing, konvensional, dan keterampilan berpikir kritis
This study aims to produce an effective Creative-Scientific Decision Making Skills (CSDMS) learning model that can be used in training students' creative thinking skills and decision-making skills. This study uses the One Group Pretest – Posttest design. Data were analyzed descriptively with pre-test and post-test data analysis using paired t-test in limited trials, and independent t-test in broad trials. It was concluded that the CSDMS model was declared valid both in terms of content validity and construct validity in order to improve students' creative thinking skills and decision-making skills. The results showed that the CSDMS model met the effective criteria in terms of the average n-gain of creative thinking skills in the high category and decision-making skills in the medium category, consistent with the average n-gain not significantly different in each university. It was concluded that the CSDMS model was found to be effective in improving students' creative thinking skills and decision-making skills.
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