Guided inquiry lab: Its effect to improve student’s critical thinking on mechanics

Ade Febri, Sajidan Sajidan, Sarwanto Sarwanto, Dewanto Harjunowibowo

Abstract


Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

Keywords


critical thinking; experiment method; guided-Inquiry lab

Full Text:

PDF

References


Ahmadi. (2010). Konstruksi Pengembangan Pembelajaran. Jakarta: Prestasi Pustaka.

Allen, J. B., Barker, L. N., & Ramsden, J. H. (2009). Guided inquiry laboratory. Journal of Chemical Education, 63(6), 533. https://doi.org/10.1021/ed063p533

Arianto, I. S., Wiyanto, & Sujarwata. (2018). Analysis of students’ ability with inquiry laboratory activities in archimedes’. Journal Physics Communiation, 2 (2), 94–102.

Astuti, I. A. D., Dasmo, D., Nurullaeli, N., & Rangka, I. B. (2018). The impact of pocket mobile learning to improve critical thinking skills in physics learning. Journal of Physics: Conference Series, 1114 (1). https://doi.org/10.1088/1742-6596/1114/1/012030

Ball, A., Joyce, H. ., & Butcher, D. . (2016). Exploring 21st century skills and learning environments for middle school youth. International Journal of School Social Work, 1 (1) 1–15.

Boyaci, S., & Atalay, N. (2016). A Scale Development for 21st Century Skills of Primary School Students: A Validity and Reliability Study. International Journal of Instruction, 9 (1), 133–148.

Castro, J. A. F., & Morales, M. P. E. (2017). “Yin” in a guided inquiry biology classroom - Exploring student challenges and difficulties. Journal of Turkish Science Education, 14(4), 48–65. https://doi.org/10.12973/tused.10212a

Cheung, D. (2011). Teacher beliefs about implementing guided-inquiry laboratory experiments for secondary school chemistry. Journal of Chemical Education, 88(11), 1462–1468. https://doi.org/10.1021/ed1008409

Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a

Dwiyanti, G., Suryatna, A., & Taibah, I. (2016). Development of guided inquiry-based student lab worksheet on the making pineapple flavoring. Journal of Physics: Conference Series, Ser. 81201, 1–8. https://doi.org/10.1088/1742-6596/755/1/011001

Facione, P. A. (2015). Critical Thinking : What It Is and Why It Counts. Thinking. San Francisco: Whitman Institute.

Fakayode, S. O. (2014). Guided-inquiry laboratory experiments in the analytical chemistry laboratory curriculum. Analytical and Bioanalytical Chemistry, 406(5), 1267–1271. https://doi.org/10.1007/s00216-013-7515-8

Fisher, A. (2014). Berfikir Kritis: Sebuah Pengantar. Jakarta: Erlangga.

Fraenkel. (2012). How to Design and Evaluate Research in Education. New York: Mc Graw Hill.

Gayatri, T., Soegiyanto, H., & Rintayati, P. (2018). Development of contextual teaching learning-based audio visual adobe flash media to improve critical thinking ability of geography learning at senior high school. IOP Conference Series: Earth and Environmental Science, 145(1). https://doi.org/10.1088/1755-1315/145/1/012004

Habibbulloh, M., & Jatmiko, B. (2017). Pengembangan perangkat pembelajaran model guided discovery berbasis lab virtual untuk mereduksi miskonsepsi siswa SMK topik efek fotolistrik. Jurnal Penelitian Fisika Dan Aplikasinya, 07(01).

Hayes, K. D., & Devitt, A. A. (2008). Classroom discussions with student-led feedback: A useful activity to enhance development of critical thinking skills: Food science education research. Journal of Food Science Education, 7(4), 65–68. https://doi.org/10.1111/j.1541-4329.2008.00054.x

Herpiana, R., Rosidin, U., & Abdurrahman, A. (2019). Development of instruments to train critical and creative thinking skills in physics assessment for high school students’ learning. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012046

Hiedringhaus, L. K. (2001). Assignments to assess critical thinking skills : A holistic approach. Thinking, 15(3), 9–17.

Holland, D. D., & Piper, R. T. (2016). Testing a technology integration education model for millennial preservice teachers. Journal of Educational Computing Research, 54(2), 196–224. https://doi.org/10.1177/0735633115615129

Kurniawan, W., Jufrida, J., Basuki, F. R., Ariani, R., & Fitaloka, O. (2019). Virtual laboratory based guided inquiry: Viscosity exsperiments. JIPF (Jurnal Ilmu Pendidikan Fisika), 4(2), 91–98. https://doi.org/10.26737/jipf.v4i2.1069

Mulyana, S., Rusdi, R., & Vivanti, D. (2018). The effect of guided inquiry learning model and scientific performance on student learning outcomes. Indonesian Journal of Science and Education, 2(1), 105–109. https://doi.org/10.31002/ijose.v2i1.596

Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. Journal of Physics: Conference Series, 997(1). https://doi.org/10.1088/1742-6596/997/1/012049

Popescu, A., & Morgan, J. (2007). Teaching information evaluation and critical thinking skills in physics classes. The Physics Teacher, 45(8), 507–510. https://doi.org/10.1119/1.2798365

Rusdin, N. M. (2018). Teachers’ readiness in implementing 21st century learning. International Journal of Academic Research in Business & Social Sciences, 8, 1293–1306.

Sahoo, S., & Mohammed, C. A. (2018). Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum. Korean Journal of Medical Education, 30(2), 109–118. https://doi.org/10.3946/kjme.2018.86

Samawi, Z. (2006). The effect of concept mapping on critical thinking skills and dispositions of junior and senior baccalaureate nursing students. In Proc. of the Second Int. Conference on Concept Mapping (pp. 2–5). Costa Rica.

Santoso, T., Yuanita, L., & Erman, E. (2018). The role of student’s critical asking question in developing student’s critical thinking skills. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012042

Seventika, S. Y., Sukestiyarno, Y. L., & Mariani, S. (2018). Critical thinking analysis based on Facione (2015) - Angelo (1995) logical mathematics material of vocational high school (VHS). Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012067

Shidiq, A. S., & Yamtinah, S. (2019). Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills. In Journal of Physics: Conference Series (Vol. 1157). https://doi.org/10.1088/1742-6596/1157/4/042014

Simbolon, D. H., & Sahyar. (2015). Pengaruh model pembelajaran inkuiri terbimbing berbasis eksperimen riil dan laboratorium virtual terhadap hasil belajar fisika siswa. Jurnal Pendidikan Dan Kebudayaan, 21(3), 299–315. https://doi.org/10.24832/jpnk.v21i3.192

Sofiani, D., Nurhayati, Sunarya, Y., & Suryatna, A. (2018). Development of guided inquiry-based laboratory worksheet on topic of heat of combustion. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012169

Susilowati, Sajidan, & Ramli, M. (2017). Analisis keterampilan berpikir kritis siswa madrasah aliyah negeri di kabupaten magetan. Seminar Nasional Pendidikan Sains 2017 Dengan Tema "Strategi Pengembangan Pembelajaran Dan Penelitian Sains Untuk Mengasah Keterampilan Abad 21 (Creativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration/4C)”, 21(2000), 223–231. Retrieved from http://www.jurnal.fkip.uns.ac.id/index.php/snps/article/viewFile/11417/8102

Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education students’ chemistry laboratory attitudes, anxiety and achievement. Journal of Education and Training Studies, 4(4), 217–227. https://doi.org/10.11114/jets.v4i4.1395

Wahyuningtyas, R. S., & Wuryadi, W. (2018). The influence of contextual teaching and learning (CTL) on critical thinking ability and conceptual understanding of skeletal system materials. AIP Conference Proceedings, 2021. https://doi.org/10.1063/1.5062828

Wenning, C. J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of Physics Teacher Education Online, 2(3), 3–11.

Wenning, C. J. (2011). The levels of inquiry model of science teaching. Journal of Physics Teacher Education Online, 6(2), 9–16.

Widowati, A., Widhy, P., & SW, W. (2017). Peningkatan kemampuan berpikir kritis mahasiswa melalui problem based learning disertai mind map. Jurnal Biologi Edukasi Edisi, 9(1), 6–15.

Windiastuti, E. P., Suyono, & Kuntjor, S. (2018). Development of the guided inquiry student worksheet for biology grade 11th senior high school. JPPS (Jurnal Penelitian Pendidikan Sains), 7(2), 1513–1518.

Yanti. (2016). Pengembangan modul berbasis guided inquiry laboratory (GIL) untuk meningkatkan literasi sains dimensi konten. Jurnal Inkuiri, 5(2252–7893), 105–111.

Yerimadesi, Y., Bayharti, B., Azizah, A., Lufri, L., Andromeda, A., & Guspatni, G. (2019). Effectiveness of acid-base modules based on guided discovery learning for increasing critical thinking skills and learning outcomes of senior high school student. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012151

Yuliati, L., Fauziah, R., & Hidayat, A. (2018). Student’s critical thinking skills in authentic problem based learning. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012025

Zain, A. R., & Jumadi. (2018). Effectiveness of guided inquiry based on blended learning in physics instruction to improve critical thinking skills of the senior high school student. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012015




DOI: http://dx.doi.org/10.24042/jipfalbiruni.v9i1.4630

Refbacks

  • There are currently no refbacks.


Creative Commons License

Jurnal ilmiah pendidikan fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.