Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Abstract

This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

“…This is because the questions that are designed are integrated with indicators of critical thinking skills, Hatari, et al (2016) explain that the thinking skills of students can develop through thinking exercises through thinking exercises in responding to a problem, and solving problems. Pursitasari, et al (2020) One of the higher-level thinking skills that can be built through learning science is critical thinking.…”

Implementation of Problem- Based Learning Model Assisted by E-Modules on Students' Critical Thinking Ability

“…Critical thinking is the process of thinking of an individual to investigate the reasons that exist and analyse the information available to arrive at a conclusion so that the individual can make decisions and assessments (Ali-Abadi et al, 2020;DeWaelsche, 2015;Pursitasari et al, 2020).Therefore, critical thinking is a combination of abilities, knowledge, attitudes, skills, and processes so that individuals who think critically have the ability to ask questions correctly, reduce relevant information, think logically for the information they have obtained, and make conclusions and decisions and reliable assessments (Pursitasari et al, 2020).Critical thinking skills will arise in students when during the learning process in the classroom, the teacher designs patterns of interaction and communication using a method that emphasizes more on seeking effective information by the students.…”

Penerapan model problem based learning untuk meningkatkan keterampilan berpikir kritis pesera didik

“…Metode ekseperimen memberikan keterampilan memecahkan masalah, menyimpulkan, mengevaluasi atau menilai. Keterampilan memecahkan masalah, menyimpulkan, evaluasi atau menilai, menjadi bagian dari aspek keterampilan berpikir kritis (Pursitasari et al, 2020). Hal ini berarti, melalui kegiatan eksperimen, pesera didik hanya melakukan sebanyak tiga dari lima keterampilan berpikir kritis.…”

“…Hal ini terlihat pada jawaban pesera didik yang mampu menguhubungkan dan memprediksi sebab akibat yang akan terjadi. Aspek keterampilan berpikir kritis yaitu menghubungkan dan memprediksi akan muncul melalui kegiatan menyimpulkan (Pursitasari et al, 2020;Suriani et al, 2019). Dari tabel 3, dapat diketahui bahwa setelah penerapan model pembelajaran berbasis masalah pada pembelajaran siklus I, persentase skor keterampilan menyimpulkan adalah sebesar 52,22%.…”