Implementing Guided Inquiry-Based Biology Learning Tools to Enhance Students' Critical Thinking Skills

Authors

Ali , Rafiqa , Effendi Dg Palliwi , Nuraini , Rahmadiani

DOI:

10.29303/jppipa.v9i6.4541

Published:

2023-06-25

Issue:

Vol. 9 No. 6 (2023): June

Keywords:

Critical thinking, Guided inquiry, Respiratory system

Research Articles

Downloads

How to Cite

Ali, A., Rafiqa, R., Palliwi, E. D., Nuraini, N., & Rahmadiani, R. (2023). Implementing Guided Inquiry-Based Biology Learning Tools to Enhance Students’ Critical Thinking Skills . Jurnal Penelitian Pendidikan IPA, 9(6), 4856–4862. https://doi.org/10.29303/jppipa.v9i6.4541
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The implementation of biology learning in high school focuses more on mastering concepts and minimal processes. This can be seen from the tendency of teachers to use more teacher-oriented learning. This condition also occurs in SMA Negeri 4 Palu, causing low students' critical thinking skills. This study aims to implement guided inquiry-based biology learning tools to improve students' critical thinking skills on the respiratory system material. This research is a quantitative descriptive research with one group pretest-posttest design. This research involved 30 students of class XI SMA Negeri 4 Palu. The learning tools implemented in this study are lesson plans, student worksheets, and learning materials. Test instruments in the form of multiple choices and descriptions are used to measure cognitive learning outcomes and students' critical thinking skills. The implementation of learning and student learning activities were also identified in this study using observation sheets carried out by 2 observers. Data were analyzed descriptively using the n-gain equation. Based on the results of the study it was found that (a) the implementation of learning was good (3.6); (b) The frequency of activities that stand out is that they can improve students' critical thinking skills (c) positive student responses (82); (d) students' critical thinking skills increased (N-gain; 0.76 with high criteria). Based on the results of the study it can be concluded that the guided inquiry learning model can improve the critical thinking skills of class XI students at SMA Negeri 4 Palu

References

Arends, R. (2012). Learning to teach (9th ed). McGraw-Hill.

Asy’ari, M., Fitriani, H., Zubaidah, S., & Mahanal, S. (2019). The Science Process Skills of Prospective Biology Teachers in Plant Cell Material Based on Gender. International Journal of Emerging Technologies in Learning (IJET), 14(19), Article 19. https://doi.org/10.3991/ijet.v14i19.11208

Asy’ari, M., Ikhsan, M., & Muhali, M. (2019). The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers’ Metacognition Knowledge and Metacognition Awareness. International Journal of Instruction, 12(2), Article 2. https://doi.org/10.29333/iji.2019.12229a

Biazus, M. de O., & Mahtari, S. (2022). The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills. International Journal of Essential Competencies in Education, 1(1), Article 1. https://doi.org/10.36312/ijece.v1i1.752

Bilad, M. R., Anwar, K., & Hayati, S. (2022). Nurturing Prospective STEM Teachers’ Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses. International Journal of Essential Competencies in Education, 1(1), 1–10. https://doi.org/10.36312/ijece.v1i1.728

Bilad, M. R., Doyan, A., & Susilawati, S. (2022). Analyzing STEM Students’ Critical Thinking Performance: Literacy Study on the Polymer Film Fabrication Process Irradiated with Gamma Rays. International Journal of Essential Competencies in Education, 1(2), 49–60. https://doi.org/10.36312/ijece.v1i2.782

Borich, G. D. (2016). Observation Skills for Effective Teaching: Research-Based Practice (0 ed.). Routledge. https://doi.org/10.4324/9781315633206

Cleovoulou, Y., & Beach, P. (2019). Teaching critical literacy in inquiry-based classrooms: Teachers’ understanding of practice and pedagogy in elementary schools. Teaching and Teacher Education, 83, 188–198. https://doi.org/10.1016/j.tate.2019.04.012

Ekayanti, B. H., Prayogi, S., & Gummah, S. (2022). Efforts to Drill the Critical Thinking Skills on Momentum and Impulse Phenomena Using Discovery Learning Model. International Journal of Essential Competencies in Education, 1(2), Article 2. https://doi.org/10.36312/ijece.v1i2.1250

Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. Inquiry: Critical Thinking Across the Disciplines, 26(2), Article 2. https://doi.org/10.5840/inquiryctnews201126214

Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts. Measured Reasons LCC. https://www.insightassessment.com/wp-content/uploads/ia/pdf/whatwhy.pdf

Fisher, A. (2011). Critical thinking: An introduction (2nd ed). Cambridge University Press.

Fitriani, H., Samsuri, T., Rachmadiarti, F., Raharjo, R., & Mantlana, C. D. (2022). Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking. International Journal of Essential Competencies in Education, 1(1), Article 1. https://doi.org/10.36312/ijece.v1i1.736

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). McGraw-Hill Humanities/Social Sciences/Languages.

Hake, R. R. (1999). Analyzing Change/Gain Scores*. 4.

Hidayana, H., Ahzan, S., & Rahmawati, H. (2022). Penerapan Model Problem-Based Learning (PBL) dalam Meningkatkan Hasil Belajar IPA Fisika pada Sub-pokok Bahasan Kalor. Reflection Journal, 2(2), Article 2. https://doi.org/10.36312/rj.v2i2.1131

Hidayat, R., & Evendi, E. (2022). The Intervention of Mathematical Problem-Solving Model on the Systems of Linear Equation Material: Analysing its Impact on Increasing Students’ Creative Thinking. International Journal of Essential Competencies in Education, 1(2), 61–68. https://doi.org/10.36312/ijece.v1i2.1069

Huliadi, H. (2021). Profil Keterampilan Proses Sains Mahasiswa Melalui Praktikum Kimia Organik I. Reflection Journal, 1(2), Article 2. https://doi.org/10.36312/rj.v1i2.653

Humayrah, H., Zainuddin, Z., & Mahtari, S. (2022). Pengembangan Modul Fisika Bermuatan Authentic Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik pada Materi Elastisitas dan Hukum Hooke. Reflection Journal, 2(2), Article 2. https://doi.org/10.36312/rj.v2i2.1090

Iskandar, J., Gummah, S., Prayogi, S., & Asy’ari, M. (2021). Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing terhadap Prestasi Belajar Fisika Siswa SMP. Empiricism Journal, 2(1), Article 1. https://doi.org/10.36312/ej.v2i1.515

Kurniawati, K., Herayanti, L., Putrayadi, W., & Armansyah, A. (2022). Efektivitas Penggunaan Metode Active Learning Tipe Quiz Team Terhadap Minat Dan Prestasi Belajar Siswa. Reflection Journal, 2(2), Article 2. https://doi.org/10.36312/rj.v2i2.1091

Linn, R. L., & Gronlund, N. E. (2000). Measurement and Assessment in Teaching. Eighth Edition. Prentice-Hall, Order Processing Center, P.

Muhali, M. (2019). Pembelajaran Inovatif Abad Ke-21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), Article 2. https://doi.org/10.36312/e-saintika.v3i2.126

Muhali, M., Asy’ari, M., & Sukaisih, R. (2021). Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa. Empiricism Journal, 2(2), Article 2. https://doi.org/10.36312/ej.v2i2.594

Muhali, M., Prahani, B. K., Mubarok, H., Kurnia, N., & Asy’ari, M. (2021). The Impact of Guided-Discovery-Learning Model on Students’ Conceptual Understanding and Critical Thinking Skills. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(3), Article 3. https://doi.org/10.36312/esaintika.v5i3.581

Muhali, M., Yuanita, L., & Ibrahim, M. (2019). The Validity and Effectiveness of the Reflective-Metacognitive Learning Model to Improve Students’ Metacognition Ability in Indonesia. Malaysian Journal of Learning and Instruction, 16(2), Article 2. https://doi.org/10.32890/mjli2019.16.2.2

Muliadi, A., Prayogi, S., Mirawati, B., Azmi, I., & Verawati, N. N. S. P. (2019). Efek Strategi Konflik Kognitif dalam Pembelajaran berbasis Model Inkuiri terhadap Kemampuan Berpikir Kritis Mahasiswa. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 7(1), 60–67. https://doi.org/10.33394/j-ps.v0i0.1442

Musahidin, M., Muhali, M., Asy’ari, M., & Sukaisih, R. (2022). Meningkatkan pemahaman konsep dan kesadaran metakognisi peserta didik pada materi struktur atom melalui pemodelan. Journal of Authentic Research, 1(1), Article 1. https://doi.org/10.36312/jar.v1i1.637

National Research Council (Ed.). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.

Nisa, F. A., & Nasrudin, H. (2022). Development of Student Worksheet with Guided Inquiry to Train High Order Thinking Skills on the Reaction Rate Materials. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(1), 69–83. https://doi.org/10.33394/j-ps.v10i1.4780

Nur, M. (2011). Modul Keterampilan-keterampilan Proses dan Hakikat Sains. PSMS Unesa.

Prayogi, S., & Muhali, M. (2015). Pengenbangan Model Pembelajaran Aktif Berbasis Inkuiri (ABI) untuk Mengembangkan Keterampilan Berpikir Kritis Mahasiswa. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 3(1), Article 1. https://doi.org/10.33394/j-ps.v3i1.1074

Ranoptri, D., Mustaji, M., & Bachri, B. S. (2022). Development of Web Bases Inquiry Learning with the Flipped Classroom Model in Science Learning for 7th Grade of Junior High School. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(2), 316–326. https://doi.org/10.33394/j-ps.v10i2.4942

Ratumanan, T. G., & Laurens, T. (2011). Penilaian Hasil Belajar pada Tingkat Satuan Pendidikan. Unesa University Press.

Sabri, M., Muhali, M., Hulyadi, H., & Asy’ari, M. (2022). Validitas Bahan Ajar Hidrokarbon Berbasis Model Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis. Journal of Authentic Research, 1(1), Article 1. https://doi.org/10.36312/jar.v1i1.635

Sani, H., Jaidin, J. H., Shahrill, M., & Jawawi, R. (2022). Comics as a Teaching and Learning Strategy in Primary Social Studies Lessons. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 6(3), 137–156. https://doi.org/10.36312/esaintika.v6i3.941

Septaria, K., & Rismayanti, R. (2022). The Effect of Scientific Approach on Junior High School Students’ Scientific Creativity and Cognitive Learning Outcomes. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 6(3), Article 3. https://doi.org/10.36312/esaintika.v6i3.955

Verawati, N. N. S. P., & Sukaisih, R. (2021). Keterampilan Berpikir Tingkat Tinggi Siswa dalam Pembelajaran Inkuiri dengan Simulasi PheT: Studi Pendahuluan. Empiricism Journal, 2(1), Article 1. https://doi.org/10.36312/ej.v2i1.591

Wirzal, M. D. H., Halim, N. S. A., Nordin, N. A. H. M., & Bustam, M. A. (2022). Metacognition in Science Learning: Bibliometric Analysis of Last Two Decades. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 6(1), Article 1. https://doi.org/10.36312/esaintika.v6i1.665

Wirzal, M. D. H., Nordin, N. A. H. M., Bustam, M. A., & Joselevich, M. (2022). Bibliometric Analysis of Research on Scientific Literacy between 2018 and 2022: Science Education Subject. International Journal of Essential Competencies in Education, 1(2), Article 2. https://doi.org/10.36312/ijece.v1i2.1070

Zubaidah, S. (2019). Pendidikan Karakter Terintegrasi Keterampilan Abad Ke-21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), Article 2. https://doi.org/10.36312/e-saintika.v3i2.125

Author Biographies

Ali, Universitas Tadulako

Rafiqa, Universitas Tadulako

Effendi Dg Palliwi, Universitas Tadulako

Nuraini, Universitas Tadulako

Rahmadiani, Universitas Islam Negeri Datokarama

License

Copyright (c) 2023 Ali, Rafiqa, Effendi Dg Palliwi, Nuraini, Rahmadiani

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).