Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Abstract

Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of α = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students’ critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.

Student’s Responses to Pro-environmental Behavior-based Learning and Its Effect on Interest and Critical Thinking

“…Based on the results of the study, it was stated that there was a positive relationship between personality and pro-environmental behavior in students of SMAN 27 Jakarta. Likewise research was found that there was an effect of guided discovery learning with argument mapping on the critical thinking skills of high school students (Nurhayati, Nurjamil, et al, 2022;Ristanto et al, 2022).…”

“…Likewise research that stated that there was a positive relationship between personality and pro-environmental behavior in students. From this study, it was concluded that there was an effect of guided discovery learning with argument mapping on the critical thinking skills of high school students (Datau et al, 2019;Ristanto et al, 2022). Then previous research aims to determine students' initial critical thinking skills (Nurhayati, Agustini, et al, 2022).…”

Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics

“…According to Kuloğlu (2022) pertaining to 21st-century skills, (Fletcher & Dumford, 2021) teachers have a responsibility to guide and encourage production readiness, curiosity, problem-solving skills, and critical thinking in their students. Thorndahl & Stentoft (2020) emphasized that nowadays critical thinking is at the top of the agenda (Fikriyatii et al, 2022;Maison et al, 2022) and very important and increasingly needed (Ristanto et al, 2022;Suparman, 2022). Facione (2011) confirms that critical thinking skill of our thinking is vital to our quality of life.…”

Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students

“…These changes in ecosystems lead to the emergence and spread of infectious diseases World Wildlife Fund for Nature (WWF) (2020). Critical thinking skills of students need to be developed in order to create solutions while struggling with environmental challenges and to test whether the solution is indeed an appropriate one (Lesest & Wolbers, 2020;Ristanto et al, 2022). One of the aims of science education is to develop sustainable development awareness, positive attitudes, and behaviors towards the environment and to create solutions to the challenges encountered in humanenvironment interaction (Ministry of Education [MoNE], 2018b;Mongar, 2022).…”