Research-Oriented Collaborative Inquiry Learning (REORCILEA) Model: Improvement of Students' Critical Thinking Ability and Collaborative Skills in Thermochemistry of Materials
DOI:
10.29303/jppipa.v10i9.8355Published:
2024-09-25Issue:
Vol. 10 No. 9 (2024): SeptemberKeywords:
Critical Thinking Ability, Collaborative Skills, Research-Oriented Collaborative Inquiry Learning Model, Scientific Approach, ThermochemistryResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This quantitative quasi-experimental study with a posttest-only control group design aimed to analyze differences in critical thinking ability and collaborative skills between students using a research-oriented collaborative inquiry learning model and those using a scientific approach in thermochemistry materials. Conducted with four classes XI MIA students in Pekanbaru, divided into experimental and control groups, the study used essay tests and observation sheets as instruments, with data analyzed via MANOVA. The research findings indicate that: (1) there are differences in critical thinking ability and collaborative skills between students using the research-oriented collaborative inquiry learning model and students using the scientific approach in thermodynamics material; (2) there is a difference in critical thinking ability between students who followed the research-oriented collaborative inquiry learning model and students who followed the scientific approach in thermodynamics material; (3) there is a difference in collaborative skills between students who followed the research-oriented collaborative inquiry learning model and students who followed the scientific approach in thermochemistry material.
References
Belsito, C. (2016). The importance of “teacher quality” and ’ quality teaching’ on academic performance. Journal of Student Engagement: Education Matters, 6(1), 28–38. http://ro.uow.edu.au/jseemhttp://ro.uow.edu.au/jseem/vol6/iss1/5
Boholano, H. (2017). Smart social networking: 21st Century teaching and learning skills. Research in Pedagogy, 7(2), 21–29. https://doi.org/10.17810/2015.45
Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303. https://doi.org/10.1039/c6rp00167j
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Coleman, C., Baker, R. S., & Stephenson, S. (2019). A better cold-start for early prediction of student at-risk status in new school districts. EDM 2019 - Proceedings of the 12th International Conference on Educational Data Mining, Edm 2019, 732–737.
Dina, & Nugraheni, A. R. E. (2017). Profil Kemandirian dan Minat Belajar Mahasiswa Pendidikan Kimia pada Mata Kuliah Wawasan dan Kajian MIPA Melalui Pembelajaran E-Learning. Jurnal Inovasi Pendidikan Kimia, 11(2), 1921–1931.
Falconer, L. (2013). Situated learning in virtual simulations: Researching the authentic dimension in virtual worlds. Journal of Interactive Learning Research, 24(3), 285–300.
Gkitzia, V., Salta, K., & Tzougraki, C. (2020). Students’ competence in translating between different types of chemical representations. Chemistry Education Research and Practice, 21(1), 307–330. https://doi.org/10.1039/c8rp00301g
Irwanto, I. (2023). Improving Preservice Chemistry Teachers’ Critical Thinking and Science Process Skills Using Researchoriented Collaborative Inquiry Learning. Journal of Technology and Science Education, 13(1), 23–35. https://doi.org/10.3926/jotse.1796
Johnson, D. W., & Johnson, R. T. (2019). Cooperative Learning: The Foundation for Active Learning and Group Work. The Center for Cooperative Learning.
Knox, J., & Stone, M. (2019). Embedding employability skills for the legal professionals of the future. Law Teacher, 53(1), 90–101. https://doi.org/10.1080/03069400.2018.1490472
Kuloğlu, A., & Karabekmez, V. (2022). The Relationship Between 21st-century Teacher Skills and Critical Thinking Skills of Classroom Teacher. International Journal of Psychology and Educational Studies, 9(1), 91–101. https://doi.org/10.52380/ijpes.2022.9.1.551
Magwilang, E. B. (2016). Teaching Chemistry in Context: Its Effects on Students’ Motivation, Attitudes and Achievement in Chemistry. International Journal of Learning, 15(4), 60–68.
Mukhadis, A. (2013). Sosok Manusia Indonesia Unggul Dan Berkarakter Dalam Bidang Teknologi Sebagai Tuntutan Hidup Di Era Globalisasi. Jurnal Pendidikan Karakter, 4(2), 115–136. https://doi.org/10.21831/jpk.v2i2.1434
Nyachwaya, J. M., & Wood, N. B. (2014). Evaluation of chemical representations in physical chemistry textbooks. Chemistry Education Research and Practice, 15(4), 720–728. https://doi.org/10.1039/c4rp00113c
Özkanbaş, M., & Taştan Kirik, Ö. (2020). Implementing collaborative inquiry in a middle school science course. Chemistry Education Research and Practice, 21(4), 1199–1217. https://doi.org/10.1039/c9rp00231f
Smith, J., Johnson, A., & Lee, C. (2020). The impact of collaborative learning on critical thinking and collaboration skills. Journal of Educational Research and Practice, 10(3), 45-60.
Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). ImplementasikPembelajarankTematikiSiswaoKelasiRendahodi MI Yadinu Banok Lombok Timur. International Journal of Instruction, 13(3), 158.
Taber, K. S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156–168. https://doi.org/10.1039/c3rp00012e
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10(1). https://doi.org/10.1177/2158244019900176
Veiga, N., Luzardo, F., Irving, K., Rodríguez-Ayán, M. N., & Torres, J. (2019). Online pre-laboratory tools for first-year undergraduate chemistry course in Uruguay: Student preferences and implications on student performance. Chemistry Education Research and Practice, 20(1), 229–245. https://doi.org/10.1039/c8rp00204e
Yusuf, M. (2014). . Pendidikan Karakter Berbasis Qurani dan Kearifan Lokal. KARSA: Journal of Social and Islamic Culture.
Author Biographies
Titis Wulandari, Universitas Negeri Yogyakarta
Eli Rohaeti, Universitas Negeri Yogyakarta
License
Copyright (c) 2024 Titis Wulandari, Eli Rohaeti
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:
- 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.
- 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.
- 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).
