Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning

Abstract

This study aimed to determine the effectiveness and validity of a teaching document using Argument-Driven Inquiry (ADI) model with a Contextual Approach to improve students' critical thinking skills in science learning. This type of research was research and development (R&D) that refers to the 4D model. Data collected by the validation sheets, student response sheet, and critical thinking skills test. They were analyzed by using t-test and N-gain. The present research was applied in lower secondary at SMP Negeri 1 Bluto with trial design of One-Group Pretest-Posttest Design. The results of the data analysis show that (1) the learning materials was valid in terms of the results of the validity of the materials with the score of 3.57; (2) learning materials was effective in terms of: (a) the students' responses were categorized as very good with results of 83.2%, (b) students' critical thinking skill increased with an average value of N-gain in grade eight A of 0.74 and 0.75 for grade eight B with a high category. Based on the results of statistical analysis using the t test, the probability value (sig) was 0,000 in the two classes. This means that the significance value was less than 0.05 which means there was a significant difference between the pre-test and post-test results. In conclusion, Argument-Driven Inquiry (ADI) model with a Contextual Approach is proven to be feasible and effective for improving critical thinking skills.

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

“…Science is a field of study that emphasizes students so that they can be active throughout the implementation of learning and be able to process the information obtained to facilitate students in learning understanding in mastering a concept (Qomariya et al, 2018). In addition, science learning is also taught to recognize and understand problems and find solutions to solve these problems (Fadilah. MS et al, 2020).…”

Effectiveness of Science E-Module Using Argument-Driven Inquiry Models to Improve Students' Generic Science, Critical Thinking and Scientific Argumentation Abilities

“…The ADI learning model is effective in training generic science skills so that students are able to solve problems based on their abilities (Belga, 2022;Siahaan et al, 2019). The ADI learning model is also able to facilitate students to develop students' critical thinking and scientific argumentation skills, by arguing, students are able to develop their ideas (Ayuningtyas et al, 2019;Fadilah et al, 2020). Students must have generic science abilities to be able to think at a higher level, one of which is critical thinking.…”

The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base

“…The steps of the argument driven inquiry learning model enable students to develop analytical skills in identifying problems, making arguments as claims along with backing and warrants. In peer review sessions, students criticize each other's claims made by other groups (Fadilah et al, 2020). All argument driven inquiry learning processes that integrate claims are made to support the development of student HOTS (Prayoga et al, 2020;Syuzita et al, 2023).…”