Process of Argumentation in High School Biology Class: A Qualitative Analysis

Critical Thinking Skills (CTSs) are fundamental skills possessed by students to adapt to the external challenges of 21st-century. To empower students' CTSs, Guided Inquiry and INSTAD may work effectively. This research aimed to see the effectiveness of guided inquiry and INSTAD toward students' critical thinking skills. This research was a quasi-experimental. The instrument to get the CTSs data was a valid essay test according to Facione. The sampling technique employed was the intact group sampling method. The number of participants involved was 188 XI grade science program students of SMAN 7 Surakarta; a middle-quality school. The total number of research sample was 64; 32 students in the Guided Inquiry class and the other 32 students in the INSTAD class. Hypothetical test using ANCOVA resulted in a 5% of significance level. The results indicated that there were significant differences of CTSs on circulatory system topic between the INSTAD and Guided Inquiry class. The students who experience the INSTAD class has higher CTSs than those joined the Guided-Inquiry class.

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“…The lack of confidence resulted in the less optimal explanation skill. (Damavandi & Shekari, 2010;Ramli et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Guided Inquiry and INSTAD towards Students’ Critical Thinking Skills on Circulatory System Materials

Putra

Prayitno

Maridi

2018

JPII

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“…The lack of confidence resulted in the less optimal reasoning skill. (Damavandi & Kashani, 2010;Ramli et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Empowering critical thinking skills on different academic levels through discovery-based multiple representation learning

Chusni

Saputro²,

Suranto³

et al. 2022

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Critical Thinking Skills (CTSs) are necessary for science mastery. To help the students develop their CTSs, discovery-based learning and student-centered activities may be beneficial. This study aims at investigating: (1) effects of discovery-based multiple representation learning (DMRL) model on CTSs; (2) effects of different academic achievement on CTSs; and (3) interaction between a learning model and types of different academic achievement on CTSs. The participants were 162 students, grade 7th from 3 public schools in Sleman, Indonesia. They were classified into 54 students with exceptional academic achievement, 48 students with average academic achievement, and 60 students with below-average intellectual ability. We used an essay test to collect data on CTSs utilizing a non-equivalent control group design with pretest and posttest. ANCOVA was used to examine the data (p = .05). The results of the study show that: (1) The DMRL had a high potential to improve the students’ CTSs; (2) The students with HA had the highest CTSs; (3) there is an interaction effect between the learning model and the different types of achievement on CTS. As a result, we conclude that the DMRL was effective in closing the CTSs discrepancies between students with high, moderate, and poor academic achievement.

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“…Education is an important factor in human life. Since formal education has implemented the 2013 curriculum using a scientific approach, students are required to have creative and innovative abilities, utilize technology and information, communicate and work together (Ramli, 2017). Science learning in this era is closely related to technology because science studies cover aspects of products, processes, scientific attitudes, and applications (Kemendikbud, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Critical Reading Ability in Science Learning Using the Argument-Based SQ3R Method

Heriana,

Hartono,

Isnaeni

2023

JISE

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The challenges that students will face in the future are complex, so students need a myriad of competencies. To be able to compete and face challenges in the industrial era 4.0, one of which is the ability to process information and communicate. This study aims to analyze the effect of the argument-based SQ3R method in improving students' critical reading skills in science learning. This research is a Quasi-Experimental study with a randomized pretest-posttest control group design. The research sample consisted of 62 class VIII students consisting of two classes. The technique for collecting data on reading interest used a questionnaire sheet instrument and data on the results of students' critical reading ability used essay questions. Based on the results of the research data analysis, it was shown that the argument-based SQ3R learning method had a positive effect on students' critical reading skills, with the results of the t-test showing Asymp. sig. of 0.00 <0.05, with supporting data on students' critical reading skills seen from the student's reading interest questionnaire with the results of the Mann Whitney U-test showing Asymp. Sig of 0.018 <0.05 which means that there is an influence of the argument-based SQ3R learning method on students' critical reading skills.

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Process of Argumentation in High School Biology Class: A Qualitative Analysis

Cited by 6 publications

References 4 publications

The Effectiveness of Guided Inquiry and INSTAD towards Students’ Critical Thinking Skills on Circulatory System Materials

The Effectiveness of Guided Inquiry and INSTAD towards Students’ Critical Thinking Skills on Circulatory System Materials

Empowering critical thinking skills on different academic levels through discovery-based multiple representation learning

Analysis of Students' Critical Reading Ability in Science Learning Using the Argument-Based SQ3R Method

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