INFLUENCE OF IMPLEMENTATION ARGUMENT-DRIVEN INQUIRY MODEL TO JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS BASED ON DIFFERENCE OF ACADEMIC ABILITY
Abstract
Critical thinking skills are fundamental skills in 21st century learning. Based on preliminary research in 25 junior high schools in Bandar Lampung, physics teaching and learning has not been maximized in empowering students’ critical thinking skills. This research aims to determine the effect of the implementation of Argument Driven Inquiry learning model to the critical thinking skills of students based on academic ability. This research uses Quasi Experiment method with Pretest Posttest Non Equivalent Control Group Design. The data collected through critical thinking instrument test before and after learning with Argument-Driven Inquiry model. The data were analyzed using Independent Sample T-Test to determine difference after learning through Argument Driven Inquiry model. The results showed that (1) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of high academic student shown by sig value. 0,021 (2) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of low academic student shown by sig value. at 0.003 at 95% confidence level. We conclude that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of students with high and low academic ability
Keywords
Full Text:
PDFReferences
Amin, A. M., & Corebima, A. D. (2016). Analisis Persepsi Dosen Terhadap Strategi Pembelajaran Reading Questiong And Answering (RQA) Dan Argument Driven Inquiry (ADI) Pada Program Studi Pendidikan Biologi Di Kota Makassar. In Prosiding Seminar Nasional II (pp. 333–347). Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=33&cad=rja&uact=8&ved=0ahUKEwiGn6mWxNDWAhXMq48KHbrbAVsQFgi7AjAg&url=http%3A%2F%2Fresearch-report.umm.ac.id%2Findex.php%2Fresearch-report%2Farticle%2Fdownload%2F631%2F841&usg=AOvVaw3CfSinqbiQAHB
Asmawati, E. Y. (2015). Lembar Kerja Siswa (Lks) Menggunakan Model Guided Inquiry Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Penguasaan Konsep Siswa. Jurnal Pendidikan Fisika Universitas Muhammadiyah Metro, 3(1). https://doi.org/10.24127/jpf.v3i1.13
BNSP. (2006). Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah Badan Standar Nasional Pendidikan 2006. Retrieved from http://bsnp-indonesia.org/id/wp-content/uploads/kompetensi/Panduan_Umum_KTSP.pdf
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Science: Theory & Practice, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324
Dwiretno, G., & Setyarsih, W. (2018). PEMBELAJARAN FISIKA MENGGUNAKAN MODEL ARGUMENT DRIVEN INQUIRY (ADI) UNTUK MELATIHKAN KEMAMPUAN ARGUMENTASI ILMIAH PESERTA DIDIK. Inovasi Pendidikan Fisika (IPF), 07(02), 337–340.
Ennis, R. H. (2011). The Nature of Critical Thinking : An Outline of Critical Thinking Dispositions. In University of Illinois (pp. 1–8).
Facione, P. a. (2010). Critical Thinking : What It Is and Why It Counts. Insight assessment. https://doi.org/ISBN 13: 978-1-891557-07-1.
Ginanjar, W. S. (2015). Penerapan Model Argument-Driven Inquiry Dalam Pembelajaran IPA Untuk Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMP. Jurnal Pengajaran MIPA, 20(1), 32–37.
Hasnunidah, N., Susilo, H., Irawati, M. H., & Sutomo, H. (2015). Argument-Driven Inquiry with Scaffolding as the Development Strategies of Argumentation and Critical Thinking Skills of Students in Lampung, Indonesia. American Journal of Educational Research, 3(9), 1185–1192. https://doi.org/10.12691/education-3-9-20
Hidayat, W. (2017). Adversity Quotient Dan Penalaran Kreatif Matematis Siswa Sma Dalam Pembelajaran Argument Driven Inquiry Pada Materi Turunan Fungsi. Jurnal Pendidikan Matematika Kalamatika, 2(1), 15–28. https://doi.org/10.29071/kalamatika.v2i1.50
Kadayifci, H., Atasoy, B., & Akkus, H. (2012). The Correlation Between the Flaws Students Define in an Argument and their Creative and Critical Thinking Abilities. Procedia - Social and Behavioral Sciences, 47, 802–806. https://doi.org/10.1016/j.sbspro.2012.06.738
Kadayifci, H., & Yalcin-Celik, A. (2016). Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course. Science Education International, 27(3), 369–390. Retrieved from http://libproxy.library.wmich.edu/login?url=https://search.proquest.com/docview/1871576817?accountid=15099
Kirmizi, F. S., Saygi, C., & Yurdakal, I. H. (2015). Determine the Relationship Between the Disposition of Critical Thinking and the Perception About Problem Solving Skills. Procedia - Social and Behavioral Sciences, 191(June), 657–661. https://doi.org/10.1016/j.sbspro.2015.04.719
Kurniasari, I. S., & Setyarsih, W. (2017). Penerapan Model Pembelajaran Argument Driven Inquiry ( ADI ) untuk Melatihkan Kemampuan Argumentasi Ilmiah Siswa pada Materi Usaha dan Energi. Jurnal Inovasi Pendidikan Fisika (JIPF), 06(03), 171–174.
Lowenthal, P., & Muth, R. (2008). Constructivism. Encyclopedia of the social and cultural foundations of education.
Mamu, H. D. (2014). Pengaruh Strategi Pembelajaran, Kemampuan Akademik dan Interaksinya terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Kognitif IPA Biologi. Jurnal Pendidikan Sains, 2(1), 1–11.
Marhamah, Ofi Shofiyatun, Nurlaelah, Ilah, Setiawan, I. (2017). PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY (ADI) DALAM MENINGKATKAN KEMAMPUAN BERARGUMENTASI SISWA PADA KONSEP PENCEMARAN LINGKUNGAN DI KELAS X SMA NEGERI 1 CIAWIGEBANG. Quangga, 9(2), 1–8.
Marttunen, M., Laurinen, L., Litosseliti, L., & Lund, K. (2005). Argumentation skills as prerequisites for collaborative learning among Finnish, French, and English secondary school students. Educational Research and Evaluation, 11(4), 365–384. https://doi.org/10.1080/13803610500110588
OECD. (2018). PISA 2015: Results in focus. Pisa 2015. https://doi.org/10.1787/9789264266490-en
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020. https://doi.org/10.1002/tea.20035
P21. (2008). 21st Century Skills , Education & Competitiveness.
Riandi, Y. A. (2015). Peningkatan Penguasaan Konsep Siswa Melalui Pembelajaran Argument Driven Inquiry Pada Pebelajaran IPA Terpadu Di SMP Kelas VII. EduSains, 7(2), 114–120. https://doi.org/http://dx.doi.org/10.15408/cs.v7i2.1578
Sampson, V., Enderle, P., Grooms, J., & Southerland, S. A. (2012). Using laboratory activities that emphasize argumentation and argument to help high school students learn how to engage in scientific inquiry and understand the nature of scientific inquiry. Paper presented at the annual international conference of the Nat. In The Annual International Conference of the National Association for Research in Science Teaching (NARST) Indianapolis, ID (p. 11).
Sampson, V., & Gleim, L. (2009). in Biology ARTICLE Argument-Driven Inquiry To Promote AB ? of the Understanding Important Concepts & Practices O ? ... students need THE AMERICAN ARGUMENT-DRIVEN. The American Biology Teacher, 71(8), 465–472.
Sampson, V., Grooms, J., & Walker, J. P. (2010). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217–257. https://doi.org/10.1002/sce.20421
Sudarsana, I. K. (2018). Optimalisasi Penggunaan Teknologi Dalam Implementasi Kurikulum Di Sekolah (Persepektif Teori Konstruktivisme). Cetta: Jurnal Ilmu Pendidikan, 1(1), 8–15.
Sukmawati, Ika, Ramadani, Shefa Dwijayanti, Fauzi, Ahmad, Corebima, A. (2016). PERBEDAAN PEMBERDAYAAN RETENSI ANTARA SISWA SMA AKADEMIK RENDAH DAN TINGGI MELALUI ... In Prosiding Seminar Nasional Biologi/ IPA dan Pembelajarannya (p. 7).
Wulanningsih, S., Prayitno, B. A., & Probosari, R. M. (2012). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Keterampilan Proses Sains Ditinjau dari Kemampuan Akademik Siswa SMA Negeri 5 Surakarta. Jurnal Pendidikan Biologi UNS, 4(2), 33–43.
DOI: https://doi.org/10.22611/jpf.v7i2.11007
Article Metrics
Abstract view : 422 timesPDF - 655 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Hayatun Nufus, Undang Rosidin, Kartini Herlina, Neni Hasnunidah
This work is licensed under a Creative Commons Attribution 4.0 International License.
___________________________________________________________________________________________________________________________________________
Jurnal Pendidikan Fisika
p-ISSN : 2252-732X | e-ISSN : 2301-7651
Organized by The Magister of Physics Education Departement in State University of Medan in collaboration with Physical Society of Indonesia (PSI)
W: https://jurnal.unimed.ac.id/2012/index.php/jpf/index
E : jpfunimed@unimed.ac.id
rajo.hasim@gmail.com (principal contact)
_____________________________________________________________________________________________________________________________________________
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.