The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This R&D research referred to Borg and Gall model with nine stages. The research instrument used was a test question sheet adapted from Facione. The data gained were analyzed using ANCOVA. The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F= 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.
The purposes of this research are to increase students learning motivation and critical thinking skills of class X MIA 5 SMA Batik 1 Surakarta through the implementation mode of guided inquiry. This research is a Classroom Action Research with 2 cycles of action. Each cycle consisting of 4 phases which are planning, acting, observing, and reflecting. Observational data obtained from the observation sheet, questionnaire, and test. Technical analysis of data is descriptive qualitative. Data validation is used triangulation method. The result of this research shows that with the implementation model of guided inquiry learning could increase learning motivation and critical thinking skills in Biological learning. It's based on the result of observation sheet, questionnaire, and test. Average percentage for each aspect of learning motivation pre-cycle are 45,4%, first cycle are 65, 08% (increase 19,68%), and last cycle 75,17% (increase 10,09%), while percentage for each aspect of critical thinking skills pre-cycle are 34,17%, first cycle 51,10% (increase 16,93%), and last cycle are 61,73% (increase 10,63%). This it can be concluded that the implementation model of Guided Inquiry learning could increase learning motivation and critical thinking skills of students class X MIA 5 SMA Batik 1 Surakarta class year 2014/2015. Kata kunci: Inkuiri terbimb ing, motivasi belajar, keteramp ilan berp ikir kritis
This study aimed to determine the effectiveness of critical thinking aspects on the module to enhance students' academic achievement of human circulatory system. Research participants were 8th grade of junior high school students, which assigned into experimental and control groups (each group consists of 27 students) based on One-Way ANOVA result (0.255; p-value > 0.05). This quasiexperimental study applied a pre-test and post-test non-equivalent control group design. An analysis of covariance (ANCOVA) was used to analyse pre-test and post-test data, with pre-test as a covariate. Analysis result showed that: 1) students' academic achievement in the experimental group is significantly different with the control group (F=90.562; p-value < 0.05); 2) students' academic achievement gap in the experimental group is lower than the control group; and 3) applying critical thinking aspects on the module have an effective contribution of 64% in students' academic achievement enhancement of the experimental group. Therefore, the use of critical thinking aspects on the module has a good impact on students' academic achievement.
Problem-solving skills are the skills essential for students to have. This research aimed to analyze the problem-solving skills of senior high school students in biology learning of excretory system topics. The method used was descriptive-quantitative. The data were collected using a problem-solving essay test. The subjects were the eleventh-grade students of senior high schools in Surakarta, who were divided into A category (upper class) and B category (low level). Based on the analysis result, it can be seen that the problem-solving skill achievement of the eleventh grade of A group includes: defining the problem (50.78%), examining the problem (40.62%), planning a solution (19.53%), implementing the solution (37.50%), and evaluating (40.62%); while that of B category includes: Defining the problem (46.35%), examining the issue (34.67%), planning a solution (18.54%), implementing the solution (20.96%), and evaluating (32.25%). The lowest percentage in both categories was found in planning the solution and evaluating. Based on the result, the average problem-solving skills in A group is 37.81% and B Category 32,26%. Based on the data, it can be concluded that students' problem-solving skills in A and B categories are still low. The skills can be improved by conducting problem-solving based learning and familiarizing students to solve problems according to problem-solving stages.
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