The effect of inquiry combined science-technology-society (STS) learning to enhance critical thinking skills on science

Jariyah, Ita Ainun

doi:10.22219/jpbi.v3i1.3888

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…There was research that uses only descriptive statistics or gain score as its data analysis technique (Aini & Budijastuti, 2017;Diwaluthfi, Ibrahim, & Fitrihidajati, 2017). On the other hand, there were also researchers who use paired sample t-test as a technique of data analysis (Jariyah, 2017;H. Rahmawati, Susantini, & Wisanti, 2017;Rifqiawati, Wahyuni, & Rahman, 2017).…”

Section: Percentage Of Each Research Subjectsmentioning

confidence: 99%

Research methods and data analysis techniques in education articles published by Indonesian biology educational journals

Fauzi¹,

Pradipta²

2018

JPBI

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The essential of studies which focus on research methods in biology educational field is providing recommendations for the next researchers the proper methods they need to use. Unfortunately, this kind of research is still hard to find in Indonesia. The aim of this study was to access the diversity of research approaches, designs, variables, data collection and analysis techniques, as well as research subjects in the articles published in Indonesian biology educational journals throughout 2017. Content analysis was used as the research design in this study in which as many as 122 articles were analyzed. The results revealed that the most type, design, variable, data collection and analysis techniques, as well as the subject which frequently used were R&D, Quasi-experimental, media/learning sources, questionnaire, frequency and percentage, and senior high school respectively. There were variety of approaches, designs, data collection and analysis techniques, as considerable as research subjects which have been used in educational research. Moreover, there also findings that some several studies with the same research design applied different data collection and data analysis techniques. Thus, it is suggested to the next researchers to choose the most proper methods in conducting their researches.

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Section: Percentage Of Each Research Subjectsmentioning

confidence: 99%

Research methods and data analysis techniques in education articles published by Indonesian biology educational journals

Fauzi¹,

Pradipta²

2018

JPBI

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“…These facts are in line with the research of Zaini and Jumirah (2016) which reported that a good learning media integrated with inquiry learning has contributed to the improvement of students' critical thinking skills, social skills, and work together. Similarly, several researches have implemented inquiry based learning to elevate students' critical thinking skills (Fahrurrizal et al, 2019;Thaiposri & Wannapiroon, 2015), either in basic or in combining forms such as combined with science-technology-society (Jariyah, 2017) and virtual laboratory media (Wahyuni & Atun, 2019).…”

Section: Resultsmentioning

confidence: 99%

Inquiry-Learning-Based module: Improving students’ critical thinking skills in anatomy structure and bacteria physiology materials

Yuhana

Maridi

Dwiastuti

2020

JPBI

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A proper learning media is critically needed in improving students’ critical thinking skill. This research and development aims were: 1) determining the characteristics of inquiry-learning-based module; 2) observing the feasibility of inquiry-learning-based module prototype, and 3) figuring out the effectiveness of the inquiry-learning-based module developedin improving students’ critical thinking on Anatomy Structure and Bacteria Physiology materials. This research and development used 4-D model with four stages, namely: 1) defining; 2) designing; 3) developing; and 4) disseminating. The data analysis technique used were descriptive statistics in term of percentage and inferential statistics i.e. paired samples t-test. The results showed that the module developed was very decent based on the averge scores given by all expert validators (90.73%) as well as education practitioners (91.99%). Moreover, students critical thinking skills was improved by using this module as the t-test analysis results (sig. < .05). Thus, the is suggested to implement inquiry-learning based module to achieve better students’ learning achievement, particularly in Anatomy Structure and Bacteria Physiology materials.

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“…Kegiatan pembelajaran yang didesain dimana peserta didik mengindentifikasi masalah akan mendorong peningkatan kemampuan berpikir kritis (Atmojo, 2009). Pembiasaan berpikir kritis menjadi penentu kemampuan dalam menjawab permasalahan pada saat mengikuti kegiatan pembelajaran (Ekawati, Susetyarini, Pantiwati, & Husamah, 2015;Jariyah, 2017). Aktivitas mengidentifikasi mendorong berpikir kritis karena menuntut kemampuan menganalisis suatu masalah.…”

Section: Peningkatan Keterampilan Berpikir Kritis Melalui Penerapan Munclassified

Model Pembelajaran OIDDE pada Matakuliah Pengetahuan Lingkungan untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru Biologi

2018

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Learning received by biology teacher candidates students should encourage them to think critically and become problem solver. The learning model that theoretically could stimulate critical thinking is the OIDDE (Orientation, Identify, Discussion, Decision, dan Engage in behavior). This study aim to describe the application of OIDDE learning model and to analyze the improvement of ten indicators of critical thinking skills. This research was a Classroom Action Research that conducted with Lesson Study. The research subject is 47 students, semester V, who take Environmental Science course in Biology Education Department, University of Muhammadiyah Malang. The study was conducted in 2 cycles, each cycle consisting of two meetings for 3x50 minutes. Each meeting is carried out with Lesson Study stages of Plan, Do, and See and combined with classroom action research. The data were analyzed descriptively qualitative supported with quantitative data. The results show that 1) OIDDE learning model has been implemented in according to syntax, the process improved in each cycle, and 2) ten indicators of critical thinking skills have increased, i.e. objective 16.9%, problem 17.8%, address the problem 22.3%, viewpoint 24.3%, information 19.5%, concept 21.2%, assumption 12.5%, alternative solution 8.1%, interpretation 21.0%, and implications 21.8%. All indicators in cycle 2 based on the average are excellent category.

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The effect of inquiry combined science-technology-society (STS) learning to enhance critical thinking skills on science

Cited by 5 publications

References 7 publications

Research methods and data analysis techniques in education articles published by Indonesian biology educational journals

Research methods and data analysis techniques in education articles published by Indonesian biology educational journals

Inquiry-Learning-Based module: Improving students’ critical thinking skills in anatomy structure and bacteria physiology materials

Model Pembelajaran OIDDE pada Matakuliah Pengetahuan Lingkungan untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru Biologi

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