Impact of explicit scientific inquiry instruction on students’ scientific argumentation skills in salt hydrolysis

Muntholib, Muntholib; Hidayati, Khusnul; Purnajanti, Laksmi; Utomo, Yudhi; Hariyanto, Hariyanto

doi:10.1063/5.0043237

Cited by 6 publications

(7 citation statements)

References 20 publications

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“…As stated above, the 5E learning model's syntaxes (which are used too in the 5E Plus learning model) support argumentation skills improvement, but sometimes the model implementation is disturbed by the amount of time spent on syntax Exploration. Moreover, the combination of inquiry and instruction, similar to the addition of syntax Orientation into the 5E learning model, was proven effective in improving students' argumentation skills (Muntholib et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills

Wikara

Sutarno²,

Suranto³

et al. 2022

JPII

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Argumentation skills consist of 2 elements: skills to construct arguments and implement them. However, some studies show that students’ argumentation skills were low. This study proposed the 5E Plus learning model to improve students’ argumentation skills. The model consists of an element named Enliven and six syntaxes: Orientation, Engagement, Exploration, Explanation, Elaboration, and Evaluation. This study aimed to investigate the effectiveness of the 5E Plus learning model in improving students’ argumentation skills. This study used Energy subject matter (which consisted of 3 topics, Mechanical, Heat, and Electrical Energy). The study’s sample consisted of 40 1st semester college students from the Natural Science department and was taken randomly. We used One-Group Pretest-Posttest as a research design and collected data using an argumentation skills test. The data was examined using an Independent sample t-test to determine the effectiveness of the 5E Plus learning model. The results were: 1) the 5E Plus learning model was effective for improving students’ argumentation skills, 2) All components of students’ argumentation skills were successfully improved, which warrant experienced the highest improvement, 3) Students’ argumentation skills in all three topics were successfully improved, which in Mechanical Energy topic the skills experienced the highest improvement.

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Section: Resultsmentioning

confidence: 99%

Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills

Wikara

Sutarno²,

Suranto³

et al. 2022

JPII

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“…This research is an experimental study with the design of one group pre-test post-test design. The variables in this study are independent variable is pictorial storybook learning media and the dependent variable is critical thinking ability (Muntholib et al, 2021). The population can be interpreted as the whole of the object under study.…”

Section: Picture 1 Framework Of Thinkingmentioning

confidence: 99%

The effect of pictorial story media on critical thinking of grade 4 SDN 1 Pendem

Ismiyanti

Permatasari²

2021

JIPD

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The background of this research is that teachers have not used innovative learning media in social studies learning which still tends to be conventional. Critical thinking ability is less motivated due to not using learning media as a facility. The purpose of this study was to analyze the influence of pictorial story media on critical thinking skills. This type of research is an experiment with a pre-test post-test control design. The total population was 40 class 4 students of SDN 1 Pendem. The sample was taken randomly with a significant amount of 5% to�obtain 36 students. The data collection used was a critical ability test as the main data, interviews, and documentation as supporting data. The pre-test test instrument includes validity, reliability, discriminating power, and level of difficulty. The data were tested with the normality test, because the data were obtained with a normal distribution, the t-test was tested. The test results obtained t count => - t table or 9.668 => -2.030. It can be concluded has a significant effect on the use of pictorial media stories on critical thinking skills.

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“…Scientific inquiry learning provides opportunities for students to gain an understanding of the scientific method to develop critical thinking skills, self-regulation, and understanding of certain topics [10]. Explicit Scientific Inquiry Instructional (ESII) is a scientific inquiry learning that has just been developed and has become a learning trend in the context of content which is expected to be able to improve the optimal quality of learning [11]. ESII practice students to conduct guided scientific inquiry from understanding scientific questions, designing investigations, collecting and analyzing data, and interpreting and explaining scientific evidence [12].…”

Section: Introductionmentioning

confidence: 99%

“…Scientific inquiry activities of students such as experiments in laboratories and the discovery process have a positive effect on critical thinking skills because inquiry activities lead students to acquire concepts independently through information processing, oral and written communication, and critical thinking [13]. ESII consists of six stages of learning such as orientation, conceptualization, investigation, argument construction, validation, and enrichment [11]. The orientation phase prepares students to carry out a scientific investigation by presenting the SSI context and prior knowledge.…”

Section: Introductionmentioning

confidence: 99%

Impact of Explicit Scientific Inquiry Instruction Hybrid Mode With Socioscientific Issue Context on Students’ Critical Thinking Skills in Chemical Kinetics

Khusmawardani

Muntholib²,

Yahmin³

2022

JCER (J. Chemistry Educ. Res.)

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This study aimed to explore whether Explicit Scientific Inquiry Instruction (ESII) Hybrid Mode in the context of Socioscientific Issues could improve the students' critical thinking skills. The research design was a one group pretest-posttest design. The research sample was 31 science eleventh graders at SMA Mojosari for the academic year 2021/2022. The data was collected using a critical thinking skills test on Chemical Kinetics which consists of 27 valid questions with a Cronbach Alpha reliability of 0.756. A paired-samples t-test showed that the Explicit Scientific Inquiry Instruction (ESII) Hybrid Mode in the Socioscientific Issues context improved students’ critical thinking skills (p = 0.00 < 0.05). The improvement was strong as its N-gain score was 0.58 (upper–medium category) and d-effect size was 1.40 (much larger than typical category). This shows that statistically ESII hybrid mode in the context of SSI can improve students' critical thinking skills. Therefore, this strategy can improve students' critical thinking skills in the instruction that allows students to interpret, analyze, explain, evaluate, and draw conclusions

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Impact of explicit scientific inquiry instruction on students’ scientific argumentation skills in salt hydrolysis

Cited by 6 publications

References 20 publications

Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills

Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills

The effect of pictorial story media on critical thinking of grade 4 SDN 1 Pendem

Impact of Explicit Scientific Inquiry Instruction Hybrid Mode With Socioscientific Issue Context on Students’ Critical Thinking Skills in Chemical Kinetics

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