The Application of Inquiry Learning to Train Critical Thinking Skills on Light Material of Primary School Students

Suryanti, Suryanti; Arifin, Imam; Baginda, U.

doi:10.1088/1742-6596/1108/1/012128

Cited by 30 publications

(24 citation statements)

References 2 publications

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“…Many researchers conducted researches to evaluate the inquiry teaching method. Suryanti et al (2018) directed a research to investigate usefulness of inquiry teaching method on the critical thinking skills of a primary school leaners. The results of the study showed that the inquiry teaching method is an effective way to increase the critical thinking skills of the learners.…”

Section: Inquiry Teaching Methodsmentioning

confidence: 99%

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Hafeez

2021

PEDAGOGICAL RES

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The aim of this research was to check the effects of teacher's training and teaching methods on academic achievements and interests of students at secondary schools in computer course. The population was divided into four groups; -lecture teaching method (control group), discussion teaching method (experimental method), inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of teachers for academic achievement and interests of students taught by four teaching methods were conducted. The results of pre and post-tests were then analysed by statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students' academic achievements and interests were increased before and after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The demonstration teaching method was ranked 1 st and lecture teaching method was ranked last. So, it can be concluded that training of the teacher's plays an important role for choosing the best method for teaching and improves the academic achievements and interests of students.

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Section: Inquiry Teaching Methodsmentioning

confidence: 99%

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Hafeez

2021

PEDAGOGICAL RES

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“…The average class score is still below from the minimum completeness criteria, which is 73 while the Class 5th minimum completeness criteria are 75. This is supported by data from various studies that show that critical thinking skills in Indonesia are still low, including research by Hasan et al (2013) in elementary school students in Ternate and Suryanti et al (2018) in Surabaya. In high school junior students studied by Fuad et al (2017) in Kediri and Marlina et al (2018) in Sumatra.…”

Section: Introductionmentioning

confidence: 60%

Enhancement of Students Critical Thinking Skills Through Problem-Based Learning Multimedia

Fajari¹,

Sarwanto²,

Chumdari³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This study aims to enable the readers to evaluate and analyze the different types of results of various research that identify the effectiveness of multimedia-based PBL to improve critical thinking skills. This study is a descriptive qualitative study with a critical discourse analysis approach. The data are taken from various studies with the same theme and were compared with various expert opinions through in-depth literature. This study evaluates the results of research by Kurniawati & Suryadarma (2015), Isnaeny et al. (2018), Munandar et al. (2018), and Nirbita et al. (2018. The researcher conducted a literature review and compared the results of the study with various expert opinions. From some of these studies, there are positive aspects that can be taken, namely (1) the formulation of research objectives must obvious; (2) data in background must be using international research data and official data from national ministries, observations, questionnaires, and other research results; (3) research methods are explained in detail; (4) the stages of implementation of the media are described; (5) research results data are presented with tables or graphs that are easy to understand; (6) discussion of research results must be accompanied by expert opinions; and (7) conclusion of the research must be accompanied by an explanation of the strengths and weaknesses of the media users on the research. Furthermore, the results of this study can be used as guidelines and reinforcement of the theory that multimedia in PBL environments can increase the skills to think critically.

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“…Fase pembelajaran Inquiry yang menuntut siswa menyelesaikan masalah melalui kegiatan investigasi, dapat meningkatkan kemampuan berpikir kritis siswa melalui kegiatan menginterpretasi data dari suatu permasalahan dengan benar, dapat membuat kesimpulan dengan benar dan kontekstual, serta dapat menjelaskan serta mengevaluasi hasil dari interpretasi permasalahan (Andrini, 2016). Setelah menerapkan pembelajaran Inquiry, siswa dapat meningkatkan kinerja mereka yang berkaitan dengan kemampuan berpikir kritis seperti menginterpretasi data dari suatu permasalahan dengan benar, dapat membuat kesimpulan dengan benar dan kontekstual, dapat menjelaskan serta mengevaluasi hasil dari interpretasi permasalahan (Suryanti, Arifin, & Baginda, 2018).…”

Section: Pendahuluanunclassified

Kemampuan Berpikir Kritis Siswa pada Pembelajaran Online Inquiry dan Problem Based Learning (PBL)

2021

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Penelitian ini dilatarbelakangi oleh guru yang harus tetap membantu siswauntuk mengembangkan kemampuan berpikir kritis siswa walaupun di era pandemi COVID-19. Digunakan pembelajaran online Inquiry dan PBL dengan aplikasi Zoom Cloud Meeting, sebab berdasarkan beberapa penelitian sebelumnya, pembelajaran Inquiry an PBL dapat meningkatkan kemampuan berpikir kritis siswa. Tujuan penelitian ini adalah untuk melihat perbedaan kemampuan berpikir kritis siswa SMP pada pembelajaran online Inquiry dan PBL ditinjau dari kemampuan awal siswa, serta melihat interaksi antara pembelajaran online Inquiry dan PBL, dan kemampuan awal siswa terhadap kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain quasi experimental nonequivalent control group design,dilakukan di kelas VIII SMP Negeri 7 Kota Jambi dengan menggunakan 3 kelas, yakni 2 kelas eksperimen dan 1 kelas kontrol yang dipilih dengan metode simple random sampling. Hasil penelitian diuji dengan one way dan two way ANOVA, menunjukkan terdapat perbedaan kemampuan berpikir kritis siswa berkemampuan awal tinggi, sedang dan rendah setelah diajarkan dengan pembelajaran Inquiry dan PBL, namun tidak terdapat interaksi antara pembelajaran online Inquiry dan PBL dengan kemampuan awal siswa terhadap kemampuan berpikir kritis siswa.

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The Application of Inquiry Learning to Train Critical Thinking Skills on Light Material of Primary School Students

Cited by 30 publications

References 2 publications

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Enhancement of Students Critical Thinking Skills Through Problem-Based Learning Multimedia

Kemampuan Berpikir Kritis Siswa pada Pembelajaran Online Inquiry dan Problem Based Learning (PBL)

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