Efektifitas Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Fitriyah, Isnanik Juni; Affriyenni, Yessi; Hamimi, Erti

doi:10.35569/biormatika.v7i2.1017

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…In guided inquiry learning models, students are given guiding questions to actively explore concepts. Additionally, the application of the guided inquiry learning model has been effective in developing students' critical thinking skills (Nasution, 2018;Fitriyah et al, 2021;Parwati et al, 2020). The guided inquiry learning process trains students to ask critical questions that stimulate their critical thinking skills, involving deep analysis, evaluation, and reflection on the information they receive.…”

Section: Modernmentioning

confidence: 99%

Validating an Innovative Guided Inquiry Learning Model for Critical Thinking in Temperature and Heat Concepts

Payu,

Hermanto,

Yunus

2023

JIPP

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This research aims to examine the validity of the development of the Guided Inquiry Learning Model based on Critical Questioning (Intersistatic) in enhancing students' critical thinking on the concept of temperature and heat. The research method used is define, design, and development. The validity of the model is evaluated through various instruments, including the content and construct validity of the learning model and the validity of instructional materials (syllabus, lesson plans, teaching materials, worksheets, and critical thinking skills tests). The research results show that the Intersistatic model obtained very valid assessments in most aspects of the evaluation. The content of the Intersistatic model received an average score of 4.29 with a percentage of 85.78%, indicating a very high level of validity. The construct assessment, with an average of 4.44 and a percentage of 88.89%, also achieved a very high level of validity. In addition, the syllabus (average 3.70, percentage 88.00%), teaching materials (average 4.61, percentage 92.22%), worksheets (average 4.26, percentage 85.19%), and critical thinking skills tests (average 4.45, percentage 89.02%) all reached a very high level of validity. The assessment of lesson plans showed good validity (average 4.24, percentage 84.73%), although it was slightly lower than other aspects. The results of this research indicate that the Guided Inquiry Learning Model based on Critical Questioning (Intersistatic) has met the criteria for good validity in various aspects of its implementation.

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Section: Modernmentioning

confidence: 99%

Validating an Innovative Guided Inquiry Learning Model for Critical Thinking in Temperature and Heat Concepts

Payu,

Hermanto,

Yunus

2023

JIPP

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“…Dalam pembelajaran Blended Learning ini pendidik masih akan sangat membutuhkan teknologi sebagai media utama dalam pembelajaran daring. Selain teknologi, penggunaan media digital seperti Canva, PhET, Kahoot, dan Powtoon dalam kegiatan pembelajaran juga mampu menunjang jalannya pembelajaran [7].…”

Section: Pendahuluanunclassified

Optimization of Microsoft Office 365 for Blended Learning-Based Learning in Natural Science Subjects

Isna

Mulyati

Fardhani

2021

JCER (J. Chemistry Educ. Res.)

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Abstract. Blended learning is one of the innovative learning models that integrates technology in line with the demands of learning in the 21st century and is relevant to learning in the pandemic era. Microsoft Office 365 is an office cloud application from Microsoft such as the desktop version of Microsoft Office that allows users to access e-mail, documents, contacts, calendars and collaborate anywhere and using various devices. This technology is one of the technologies that can help the learning process run with the Blended Learning model. The purpose of this study is to review the optimization of Microsoft Office 365 in Blended Learning-based learning. The type of research used is research with literature study method.

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“…Implementasi berpikir kritis siswa dalam pembelajaran dapat dilakukan dengan mencari dan menganalisis permasalahan secara sistematis, logis, analitis dan kritis, sehingga mendapatkan hasil perumusan temuannya masing-masing (Fitriyah, Affriyenni, & Hamimi, 2021). Akan tetapi, setelah berakhirnya pandemi, banyak siswa yang 'kehilangan' kemampuan untuk berpikir secara kritis karena proses pembelajaran jarak jauh yang kurang efektif dan kurang pengawasan, sehingga membuat siswa kurang memahami konsep pembelajaran.…”

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Penerapan Inkuiri Terbimbing dan Penggunaan Media Flipbook untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

Wahyuni

Mayasari

Kurniadi

2023

KIBAR

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Berpikir kritis merupakan salah satu keterampilan yang sangat dibutuhkan di era digitalisasi. Pada era normal baru pasca-pandemi Covid-19, banyak siswa yang kurang memiliki keterampilan berpikir kritis dikarenakan pembelajaran jarak jauh yang kurang efektif dan kurang adanya pengawasan guru sehingga para siswa kurang memahami konsep pembelajaran. Dengan menerapkan metode pembelajaran inkuiri terbimbing berbantuan dengan media pembelajaran flipbook, penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa. Sampel pada penelitian ini adalah siswa kelas XI MIA 3 MAN 1 Kota Madiun. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis siswa setelah penerapan inkuiri terbimbing dengan media flipbook. Setelah diberikan perlakuan, siswa mampu menjawab soal post-test dengan langkah pemecahan berpikir kritis. Nilai siswa pun meningkat dibandingkan pada pre-test sebelum siswa diberikan perlakuan.

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Efektifitas Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Cited by 5 publications

References 10 publications

Validating an Innovative Guided Inquiry Learning Model for Critical Thinking in Temperature and Heat Concepts

Validating an Innovative Guided Inquiry Learning Model for Critical Thinking in Temperature and Heat Concepts

Optimization of Microsoft Office 365 for Blended Learning-Based Learning in Natural Science Subjects

Penerapan Inkuiri Terbimbing dan Penggunaan Media Flipbook untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

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