Pengaruh Model Pembelajaran Inkuiri Terbimbing Dengan Kontruktivisme Radikal Terhadap Berpikir Kritis Peserta Didik

Critical thinking skills are important for students to have for their future. One way to improve it is to apply virtual laboratory learning media to Science subjects. This study aims to analyze the implementation of virtual labs to improve students' critical thinking skills in science learning. This qualitative descriptive research uses content analysis study method. Researchers collect and classify various research results on the application of Virtual Laboratory (VL) from the S1-S3 Journal of Sinta using the PRISMA method and analyze them using a research instrument in the form of a Paper Classification Form (PCF). As a result, research on the use of virtual laboratories to improve students' critical thinking skills in science learning continues to increase from year to year, from high school to university levels. PhET and virtual labs developed by researchers when applied in class using inquiry models or STEM approaches or experimental methods have been proven to be able to effectively stimulate students to think critically

Section: Figure 3 Virtual Laboratory Research Methodsmentioning

confidence: 99%

Science Virtual Laboratory Implementation to Improve Students' Critical Thinking Skills: A Content Analysis

Sujono,

Maryati,

Jumadi

2023

“…Learning by applying the inquiry model is an activity/process/activity of independent or collaborative learning by seeking answers by observing, asking questions, and managing information to influence, develop, and enhance logical and systematic thinking abilities and activities (Nasir et al, 2015;Ulfa et al, 2022). Ideas, ideas, and motor skills in learning activities by applying the inquiry model can affect students' problem-solving abilities (Chen & Chen, 2021;Miftakhurrohmah et al, 2023).…”

Section: Implementation Of Inquiry Learning Modelmentioning

confidence: 99%

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

Kawuwung,

Mamahit

2023

The ability to solve problems is a skill that students should have in the 21st century to support better life activities. Observations on learning activities found that students were still relatively passive in learning activities, lacked confidence in conveying ideas, lacked the motivation to learn, and had no more interaction between students during learning, which affected low problem-solving abilities. It is in line with the evidence obtained through the acquisition of pre-research data where the results of problem-solving abilities include indicators of understanding problems with an average score of 55.63, indicators of preparing a settlement plan with an average value of 43.78, indicators of implementing a settlement plan with an average value of 50.37, and the indicator checks back with an average value of 46.53. Low problem-solving abilities can impact the quality of life of students who are less able to compete for jobs in the future. Increasing student solving needs to be considered so that from these problems, it is necessary to conduct classroom action research using the inquiry learning model to improve student problem-solving abilities, where this model has learning steps in guiding students to study in a directed manner and be able to solve problems. The research sample was 21 undergraduate students in Biology Education program. They obtained data through student activity questionnaires, student responses to learning models, model teacher activity questionnaires, and the results of problem-solving skills through giving test questions in the form of essays. This classroom action research was conducted in 3 learning cycles, with an average score between cycle I of 45.96%, cycle II of 94.78%, and cycle III of 95.26%. The acquisition of the average value shows an increase in problem-solving results between cycles I and II, cycles I and III. Testing the effectiveness of the learning model was carried out by the N-Gain test of 86.63% with the interpretation of "effective," and the distribution of the N-Gain score of 0.86 was greater than g > 0.7 with the "high" category. Obtaining these data can be concluded that the inquiry learning model effectively improves students' problem-solving abilities.

“…Guided inquiry learning focuses on the development of conceptual understanding rather than mere memorization. Guided learning model also helped students to develop their critical thinking skills (Khairunnisak et al, 2023;Ulfa et al, 2022). Lastly, guided inquiry learning involves collaboration between students through discussion by sharing ideas and solving problems collectively (Rambe et al, 2020) (Rambe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Discord Instructional Media Integrated with Flipped Classroom and Guided Inquiry Learning on Reaction Rates on Students Learning Outcomes

Akmar,

Mawardi,

Ulianas

et al. 2024

This study aims to determine the effectiveness of Discord instructional media integrated with flipped guided inquiry learning on reaction rates on students’ learning outcomes. The instructional media has been tested for its validity and practicality prior to the study. The study was conducted using quasi-experimental with pretest-posttest non-equivalent control group design. Sample consists of 72 students from SMA Negeri 13 Padang participated in this study, with class F1 and F2 as the experiment and control group respectively. Students’ learning outcomes were assessed with instrument consisting of multiple choices questions. Results shown the higher N-gain value from experimental group with 0.70 compared to control group with 0.33. Furthermore, the t-test results yielded a value of t-count = 8.11 > t-table = 1.99, indicating that the means were statistically significant. These findings suggest Discord instructional media integrated with flipped guided inquiry learning was effective to improve students’ learning outcomes.