The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject

Nurul, Hidayah; Amaluddin, La Ode; Surdin, Surdin

doi:10.2991/icge-16.2017.71

Cited by 4 publications

(4 citation statements)

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“…According to Piaget (in Slavin, 1997), junior high school students are in the early stages of formal operations, so that children can use their concrete operations to form more complex operations and need to be guided by others. In addition, the provision of minimal or no guidance during instruction is usually less effective than the presence of sufficient guidance, there is also the possibility of negative results, for example, students gain misunderstanding or incomplete knowledge (Nurul H. et al, 2017). Therefore, student activities in learning will be maximized if delivered in an appropriate learning model such as a guided inquiry model.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Learning Model with Edmodo Assisted to Facilitate Critical Thinking Skills

et al. 2021

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This research aims to develop a learning device based on a guided inquiry model with Edmodo on the subject of earth structure and disasters which is appropriate to practice critical thinking skills of junior high school students. The research subjects were learning devices and class IX students of SMP Negeri 17 Kendari. This research is a development research using the Dick and Carey model. Testing the results of the development of the device in classroom learning using a one group pretest-posttest design. The data analysis technique used quantitative descriptive and qualitative descriptive. The findings from the results of this research are: The validity of learning tools is in good category, the implementation of lesson plans is in good category; the most dominant student activity during learning is making observations; student response to guided inquiry learning model with Edmodo is considered good; completeness of students' concept understanding learning outcomes, the average pretest was 16.47 and posttest was 87.06. While the students' critical thinking skills learning outcomes, the average pretest was 20.53 and posttest was 85.67. The obstacle encountered during learning is the time required to carry out learning activities beyond the specified time. Based on the discussion of the results and findings, it is concluded that the guided inquiry model learning with Edmodo tool that has been developed on the earth structure and disaster material is appropriate to be used to train the critical thinking skills of junior high school students.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Learning Model with Edmodo Assisted to Facilitate Critical Thinking Skills

et al. 2021

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“…The gain value in both classes is included in the high category. Hidayati et al (2017) suggest that students with analytical competence will be more competent and able to identify inferential relationships between statements, questions, concepts, and descriptions in expressing beliefs, judgments, experiences, reasons, and information. The posttest results show that the E-module with the ROPES strategy assisted by sigil software in learning can stimulate critical thinking skills on indicators of analyzing arguments.…”

Section: Resultsmentioning

confidence: 99%

Development of E-Module Using ROPES Strategy Assisted with Sigil Software to Improve Students' Critical Thinking Skills

Sugiarto

Sartika

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to develop an E-module with the ROPES (Review, Overview, Presentation, Exercise, summary) strategy assisted by Sigil software on elasticity and Hooke's Law to improve the critical thinking skills of class XI high school students that are valid, practical and effective. This method of research and development with the ADDIE model. The research instrument consisted of pretest-posttest questions, validation sheets, learning implementation sheets, teacher response questionnaires, and student responses. Data analysis techniques were analyzed descriptively and inferentially. The results of the study were known: 1) the validation results by three educational expert validators on the E-module with the ROPES strategy assisted by Sigil software are declared valid in terms of constructs and content with an average score of 0.85 in the very valid category so that it can be applied in learning activities, 2) the practicality of the E-module with the ROPES strategy assisted by Sigil software was measured by learning implementation sheets and questionnaires for teacher and student responses. The implementation sheet showed the average score for the limited trial class of 3.5 with the good category and the broad trial class of 3.65 with the very good category. The student response questionnaire showed the mean score for the limited trial was obtained at 83.5%, which was included in the very good category, and the broad trial and 87%, which was included in the very good category, and the teacher response questionnaire showed the average score for the limited trial. Furthermore, the broad test obtained an average result of 83% with the category very good, so the e-module was practical for learning at school. 3) the effectiveness of the E-module with the ROPES strategy assisted by Sigil software in terms of pretest-posttest questions obtained the criteria for the limited test N-Gain value of 0.68 with the Medium category and the broad test N-Gain 0.71 with the High category, supported by independent test results -samples-test which shows that there is a significant difference in learning achievement before and after using the E-module. It is concluded that the E-module with the ROPES strategy assisted by Sigil software effectively improves students' critical thinking skills in learning.

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“…Instrument testing was conducted in class XI Social Science 1. The instrument of essay questions was tested for validity with correlated bivariate SPSS 21.0 for Windows [49]. The test results showed that five essay questions had a significance of 0.000 on the total score.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Practicum Methods on Geographic Information System Learning Outcomes and Students’ Activeness in Senior High School

Sejati

Sugiarto

et al. 2023

E3S Web Conf.

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This research aimed to determine the effect of practicum learning methods on Geographic Information System (GIS) learning outcomes and high school students activities. The subjects of this research were students of class X Senior High School 1 Pare, Kediri Regency, even in the semester 2018/2019 before the Covid-19 pandemic outbreak. The research instrument used essay questions and student activity rubrics. The data are in the form of learning outcomes and student activities. Data collection techniques include a pretest, posttest, and student activity observation. The gain score data were analyzed using parametric inferential statistics with MANOVA. The hypothesis test results showed that the significance value of the practical method on learning outcomes was 0.000, and the practice method to activity was 0.000. The significance value of the two variables is below 0.05. This test shows that the practicum method affects the learning outcomes of GIS and the activity of high school students. Improved learning outcomes from a score of 55.4 to 82.7. Increased activity from 30 inactive categories to 75.8 active categories. This influence is reflected during learning, where practicum provides a deepening that involves many senses, making learning meaningful, collaborative, and student-centered.

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The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject

Cited by 4 publications

References 0 publications

The Effectiveness of Guided Inquiry Learning Model with Edmodo Assisted to Facilitate Critical Thinking Skills

The Effectiveness of Guided Inquiry Learning Model with Edmodo Assisted to Facilitate Critical Thinking Skills

Development of E-Module Using ROPES Strategy Assisted with Sigil Software to Improve Students' Critical Thinking Skills

The Effect of Practicum Methods on Geographic Information System Learning Outcomes and Students’ Activeness in Senior High School

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