The Development of Science Learning Devices with Guided Inquiry Model through Flipbook Media on Human Respiratory System Material to Train Critical Thinking Skills of Junior High School Students

Abstract

This study aimed to produce a guided inquiry learning science model through flipbook media which is appropriate for training critical thinking skills for junior high school students on the Human Respiratory System material. The development of the device is a modification of the 4-D model which was tested on eighth grade students of the junior high school even semester semester 2019/2020 and was repeated twice. This is One-Group Pretest-Posttest Design research design and the data collection uses the method of validation, observation, tests, and questionnaires. The research data generated are validity, practicality, and effectiveness of learning devices analyzed descriptively quantitative and qualitative. The results showed that (a) learning devices developed were categorized as very valid, (b) learning activities were carried out very well with an average score of 3.69, (c) student activities in learning were carried out very well, (d) student responses to learning inquiry was very good (95.99%), and (e) the results of students' critical thinking tests had a high increase, critical thinking skills increased from 28.37 (Very Less Critical) to 81.21 (Critical). The conclusion of the science learning device with guided inquiry learning model through the developed flipbook media is appropriate to be used to train students' critical thinking skills.

Development of guided inquiry model mathematics learning tools to practice critical thinking skills for students in linear program materials

“…The next indicators of the effectiveness of the guided inquiry model of learning mathematics is the activities of students during the learning process. This is in accordance with the opinion of (Aida, 2020;Anggraini et al, 2020;Ilma et al, 2020), namely the attitude and appearance of students in the classroom is one of the things that can affect the learning process in the classroom. Similar to this opinion (Aida, 2020;Badriyah et al, 2020;Ernest, 2019;Pohan, 2019) states that the measurement of effectiveness can be seen from the ability of students to complete the learning objectives specified in each unit, one of which is based on observations of student behavior.…”

“…One of the essences of learning mathematics is to develop students' critical thinking skills which are needed when solving problems, both those related to mathematics and everyday problems (Andalia et al, 2019;Badriyah et al, 2020;Fathoni et al, 2019;Hutabarat et al, 2019;Lubis et al, 2019;Shomad & Soetopo, 2020). The term thinking refers to the mental activity of processing information received as an effort to solve problems (Aida, 2020;Arifin et al, 2020;Erawati et al, 2020;Fardani et al, 2022;Ilma et al, 2020;Munawi et al, 2020). This is supported by the opinion of Santrock (2011).…”

“…Calder and Brough (2013) research results show that the use of inquiry models in learning has a positive influence on mathematics learning outcomes. According to (Aida, 2020;Anggraini et al, 2020;Fatonah et al, 2020;Ilma et al, 2020;Jehadan et al, 2020;Saepudin, 2020) there are three kinds of inquiry learning models or approaches, namely: First, guided inquiry is an inquiry approach that uses guidelines in the form of questions that are used to guide students. So the task of the teacher in this approach is to guide and direct students broadly and develop lesson plans.…”