Teachers must possess critical thinking skills to become good facilitators in the education process to produce students with high-order thinking skills. This research aims to evaluate the implementation of the inquiry-based learning (IBL) method in improving the critical thinking (CT) skills of prospective teachers with their own learning styles. An experimental study is the research method used in this research with the matching-only pretest–posttest with a control group design. The selected participants consisted of two groups of prospective teachers, a total of 76 people with low critical thinking skills and 50 people with very low skills. The experimental group was given the IBL method, while the control group was given the problem-based learning method, which refers to the latest curriculum. Treatment is given for 8 weeks. The statistical analysis used includes Wilcoxon, Mann–Whitney, and Kruskal–Wallis followed by post hoc. The results of this study show an increase in critical thinking in both the experimental group and the control group. However, the increase in the experimental group was significantly higher than the control group. The increase in experimental group with low and very low CT group did not differ significantly. On the other hand, in the control group, the increase in CT in the low group was significantly higher than the very low group. Furthermore, the Kruskal–Wallis difference test in the experimental group based on learning styles showed that prospective teachers with converging learning styles were more able to follow the IBL method compared to other learning styles.
This study aims to produce an instrument which is valid and reliable to observe ADHD in children. The steps of this study include: (1) need analysis, (2) design, the form is instrument spesification and writing items (3) design implementation, the form arranging instrument assembly item (4) validation expert, such as an item analysis (5) revision, from field experts validation and individual field test (6) limited trial (7) revision (8) field trials (9) product revision (10) final product. The results of the validation of the contents, done by 3 field experts, 10 items in ADHD observation instrument need to be revised. The result from validation of the contents is validity coefficient Aiken’s V span from 0,56 to 0,89 that means the contents in the instrument is sufficient. After the revision, ADHD identification instrument was tested limited to determine the difference total score between observer (parents and teachers) that handle ADHD children/students and didn’t handle ADHD children/students and there is a significant difference, with signification 0,013. After ADHD identification instrument is tested limited was reised, then a tested field test with the subject of 40 people. Validity calculation was obtained probability value span from 0,00 to 0,014, and reliability calculation was obtained 0,963. Based on the results from validity test and reliability test, it can be concluded that the instrument observation had ADHD as a valid and reliable instrument to observe ADHD in children for teachers and parents, and can be used together with institutions of psychology, education, and health. Keywords: Instrument, ADHD Observation Abstrak: Penelitian ini bertujuan untuk menghasilkan Instrumen Observasi ADHD yang valid dan reliabel dalam mengamati adanya ADHD pada anak. Langkah-langkah penelitian ini meliputi: (1) analisis kebutuhan, yang dilakukan di lapangan, (2) perancangan desain, berupa spesifikasi instrumen dan penulisan item (3) implementasi desain, berupa penyusunan item perakitan instrumen (4) validasi ahli, berupa analisis item (5) revisi, perbaikan dari validasi ahli (6) uji coba terbatas (7) revisi (8) uji coba lapangan (9) perbaikan produk (10) produk akhir, berupa kajian produk yang telah direvisi. Hasil dari validasi isi, dilakukan oleh 3 ahli, instrumen observasi ADHD perlu direvisi sebanyak 10 item. Hasil dari validasi isi ini memperoleh koefisien validitas Aiken’s V yang bergerak dari 0,56 hingga 0,89 yang berarti isi dari instrumen memadai. Setelah dilakukan revisi, instrumen observasi ADHD diujicobakan secara terbatas untuk mengetahui perbedaan skor total antara pengamat (orangtua dan guru) yang menangani anak/siswa ADHD dan yang tidak menangani anak/siswa ADHD dan mencerminkan perbedaan yang signifikan, dengan nilai signifikansi sebesar 0,013. Setelah instrumen observasi ADHD yang diujicobakan terbatas telah direvisi, maka dilakukan uji coba lapangan dengan total subjek 40 orang. Selanjutnya, dilakukan analisis validitas dengan nilai probabilitas bergerak dari 0,00 hingga 0,014, dan analisis reliabilitas dengan nilai 0,963. Berdasarkan hasil uji validitas dan reliabilitas, maka dapat disimpulkan bahwa instrumen observasi ADHD telah valid dan reliabel sebagai instrumen untuk mengobservasi ADHD pada anak bagi guru dan orangtua, serta dapat dimanfaatkan bersama lembaga psikologi, pendidikan, dan kesehatan Kata kunci: instrumen, observasi ADHD
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