Penelitian ini bertujuan untuk mengetahui hubungan antara kemampuan penalaran dengan keterampilan argumentasi siswa pada konsep sistem pencernaan melalui PBL. Penelitian ini menggunakan metode korelasional dengan alat pengumpul data berupa tes pilihan ganda beralasan untuk menjaring kemampuan penalaran siswa dan lembar argumentasi yang telah diadaptasi dari Toulmin's Argumentation Pattern (TAP) untuk menjaring keterampilan argumentasi siswa. Subjek penelitian adalah siswa kelas XI SMAN X di Kabupaten Bandung Barat yang berjumlah 33 orang. Analisis data menunjukkan bahwa terdapat hubungan positif yang kuat antara kemampuan penalaran dengan keterampilan argumentasi siswa. Hal ini ditunjukkan dari perhitungan koefisien korelasi sebesar 0,76 dengan koefisien determinasi 57,76%.Kata kunci: kemampuan penalaran, keterampilan argumentasi, Problem Based Learning.
The aim of this research is to know the influence of field trip on scientific literacy and attitude towards science of senior high school students before and after the field trip implemetation in ecosystem learning. The research was conducted in SMAN I Pangalengan. The method which was used in this research is Quasi Experimental with Nonequivalent Control Group Design as the design. The result shows that there are significant difference in scientific literacy between the control class where discussion was applied and the experimental class where field trip was applied, with t = 0.003 and α = 0.05. The result also shows that there is a significant attitude between the control and experimental class, with t = 0.003 and α = 0.05. Those results show that field trip gives significant effect on high school student's scientific literacy and attitude towards science in ecosystem concept.
<strong><span style="font-size: 9.0pt; line-height: 107%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Exploring Critical Thinking And Students Curiosity Through Simple Inquiry Laboratory Activity</span></strong><span style="font-size: 9.0pt; line-height: 107%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">. This study is a preliminary research to explore critical thinking skills and students curiosity of primary school in understanding science through simple inquiry laboratory activities. Participants are 20 students of 4<sup>th</sup> grade from one of the primary schools in Bandung. The researcher uses descriptive method to describe student activity during learning, student idea, and student's response in learning, obtained through personal communication, student worksheet and questionnaire. In the first lab activity, researchers used plasticine to explore students' ideas for design 3 objects for exploring science concept namely "floating, drifting and sinking. In the second activity students are directed to apply the concept that has been obtained in the first activity, which is they should selecting and classify red bean and corn with good quality and bad quality that used to be seeds. The results show that critical thinking ability and students curiosity begin look when they design objects that are expected for floating and drifting. Students are enthusiastic about experimenting and trying to recreate if their plasticine design fails. Trial and error activities are also stimulate them to continue their idea to find the right design objects. That concepts can be applied by student in daily life to select and classify seeds with good and less quality, and they are enthusiastic to plant it and compare it growth. Results also show that students enjoy learning, not sleepy and bored, and feel challenged</span><table class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext;" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes;"><td style="width: 305.95pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt;" valign="top" width="408"><p class="Abstrakabstract"><strong><span style="font-size: 9.0pt; font-family: 'Times New Roman',serif;">Exploring Critical Thinking And Students Curiosity Through Simple Inquiry Laboratory Activity</span></strong><span style="font-size: 9.0pt; font-family: 'Times New Roman',serif; mso-ansi-language: EN;" lang="EN">. This study is a preliminary research to explore critical thinking skills and students curiosity of primary school in understanding science through simple inquiry laboratory activities. Participants are 20 students of 4<sup>th</sup> grade from one of the primary schools in Bandung. The researcher uses descriptive method to describe student activity during learning, student idea, and student's response in learning, obtained through personal communication, student worksheet and questionnaire. In the first lab activity, researchers used plasticine to explore students' ideas for design 3 objects for exploring science concept namely "floating, drifting and sinking. In the second activity students are directed to apply the concept that has been obtained in the first activity, which is they should selecting and classify red bean and corn with good quality and bad quality that used to be seeds. The results show that critical thinking ability and students curiosity begin look when they design objects that are expected for floating and drifting. Students are enthusiastic about experimenting and trying to recreate if their plasticine design fails. Trial and error activities are also stimulate them to continue their idea to find the right design objects. That concepts can be applied by student in daily life to select and classify seeds with good and less quality, and they are enthusiastic to plant it and compare it growth. Results also show that students enjoy<span style="mso-spacerun: yes;"> </span>learning, not sleepy and bored, and feel challenged</span><span style="font-size: 9.0pt; font-family: 'Times New Roman',serif; mso-fareast-language: EN-US;">.</span></p></td></tr></tbody></table>
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