The inquiry investigation group learning model: Improving students’ critical thinking skills, cognitive learning outcomes, and scientific attitudes

Abstract

Innovative learning is carried out through a combination of the Investigation Group (IG) and Inquiry Strategy (IS) into a modified learning model namely IIG (Inquiry Investigation Group). This study analyzes the effect of the IIG model on critical thinking, cognitive learning outcomes, and scientific attitudes on Class XI High School students in West Seram Regency. The sample was 102 students, and the data was analyzed using inferential statistics namely covariance analysis (ANCOVA). The results show that the IIG model has an effect on critical thinking (0.000<p=0.05), cognitive learning outcomes (0.000<p=0.05), and students’ scientific attitudes (0.000<p=0.05). This indicated that IIG consists of learning stages of orientation, conceptualization, investigation, report generation, and discussion-evaluation. The finding of the research recommends the application of the IIG model in learning other biology concepts in high school. In addition, this research can contribute to providing innovation in biology learning in the era of society 5.0.

Empowering Scientific Attitudes in Biology Students through the SIRI Learning Model

“…According to Wildan et al (2019), expository science learning does not foster students' scientific attitudes because learning emphasizes more on providing definitions, concepts, or principles from educators. The application of scientific attitudes in biology learning is generally still limited to indicators that have never been measured in real terms on the competencies that have been obtained by students (Pattipeilohy et al, 2022).…”