Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif
DOI:
https://doi.org/10.21067/mpej.v1i1.2217Keywords:
bounded inquiry lab, critical thinking skills, keterampilan berpikir kritisAbstract
Abstract: Critical thinking skills as an important skill in the 21st century is a major goal of science education. Therefore the researchers develop various learning strategies to enhance and develop students' critical thinking skills. They develop learning materials that integrated with ability to think critically. However, the strategy makes students less understand to the concept of the material. Learning strategy as bounded inquiry lab model can improve both critical thinking skill and students' comprehension of the material. This study aims to determine effectiveness of bounded inquiry lab to critical thinking skills in high school students. This study focuses on hydrostatic pressure, Pascal's law, and Archimedes’ law. Mixed methods of embedded model design were used during the study. A total of 30 students in major natural science program undergo pre test, followed by learning using bounded inquiry lab, doing post test and then interview. The results showed that students' critical thinking skills on hydrostatic pressure, Pascal's law, and Archimedes’ law increased from an average of 20.00 in pretest to 80.67 in post test. In addition, students said that they can improve their understand concepts of matter, determine the variables, how to create and test hypotheses through scientific work, and make good conclusion through classroom learning. So, bounded inquiry lab should be used as an alternative learning to enhance critical thinking skills in static fluids. Abstrak: Keterampilan berpikir kritis sebagai keterampilan penting di abad 21 merupakan tujuan utama pendidikan sains. Hal tersebut membuat para peneliti mengembangkan berbagai strategi pembelajaran untuk mengembangkan keterampilan berpikir kritis siswa. Sebagian besar peneliti mengembangkan keterampilan berpikir kritis yang terintegrasi dengan materi pembelajaran. Namun, strategi tersebut membuat siswa kurang memahami konsep dari materi. Strategi pembelajaran berupa model bounded inquiry lab merupakan salah satu model yang dapat meningkatkan keterampilan berpikir kritis sekaligus meningkatkan pemahaman siswa pada materi. Penelitian ini bertujuan mengetahui efektivitas bounded inquiry lab terhadap keterampilan berpikir kritis siswa SMA. Penelitian ini berfokus pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes. Mixed methods desain embedded model digunakan selama penelitian. Sebanyak 30 siswa kelas XI IPA SMA menjalani pre test, dilanjutkan dengan pembelajaran menggunakan bounded inquiry lab, mengerjakan soal post test kemudian wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes meningkat dari rata-rata nilai pre test sebesar 20,00 ke nilai post test sebesar 80,67. Di samping itu, menurut siswa, pembelajaran di kelas membuat mereka lebih memahami konsep materi, menentukan variabel, cara membuat dan menguji hipotesis melalui kerja ilmiah, serta membuat kesimpulan dengan baik. Berdasarkan hasil penelitian, bounded inquiry lab dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan keterampilan berpikir kritis siswa pada materi fluida statis.Downloads
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References
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Pascarella, E. T. (2016). How College Affects Students : Ten Directions for Future Research, 47(5), 508–520. https://doi.org/10.1353/csd.2006.0060
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Saifullah, A. M., Wartono, & Sugiyanto. (2015). Pengembangan instrumen diagnostik.
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Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of Critical Thinking Instruction in Higher Education : A Systematic Review of Intervention Studies, 4(1). https://doi.org/10.5539/hes.v4n1p1
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Toy, B. Y., & Ok, A. (2012). European Journal of Teacher Education Incorporating critical thinking in the pedagogical content of a teacher education programme : does it make a difference ?, (August 2013), 37–41. https://doi.org/10.1080/02619768.2011.634902
Wagner, D. J., Carbone, E., & Lindow, A. (2013). Exploring Student Difficulties with Buoyancy, (may), 357–360. https://doi.org/10.1119/perc.2013.pr.077
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Yeh, Y. (2009). Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction, 185–203. https://doi.org/10.1007/s11251-007-9048-z
Young, D. E., College, G. A., & Peter, S. (2017). Using the resources framework to design , assess , and refine interventions on pressure in fluids, 010125, 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.13.010125
Anderson, T., Howe, C., Soden, R., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students, 1–32.
Angeli, C., & Valanides, N. (2009). Instructional effects on critical thinking : Performance on ill-defined issues. Learning and Instruction, 19(4), 322–334. https://doi.org/10.1016/j.learninstruc.2008.06.010
Arum, R., & Roksa, J. (2011). Limited Learning on College Campuses, 203–207. https://doi.org/10.1007/s12115-011-9417-8
Barnett, J. E., & Francis, A. L. (2012). Educational Psychology : An International Journal of Experimental Using higher order thinking questions to foster critical thinking : a classroom study, (April 2013), 37–41.
Bensley, D. A., Crowe, D. S., Bernhardt, P., Buckner, C., Amanda, L., Bensley, D. A., Allman, A. L. (2010). Teaching of Psychology Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology, (January 2015), 37–41. https://doi.org/10.1080/00986281003626656
Bensley, D. A., & Spero, R. A. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55–68. https://doi.org/10.1016/j.tsc.2014.02.001
Besson, U. (2007). International Journal of Science Students ’ conceptions of fluids, (November 2014), 37–41. https://doi.org/10.1080/0950069042000243745
Butler, H. A., Dwyer, C. P., Hogan, M. J., Franco, A., Rivas, S. F., Saiz, C., & Almeida, L. S. (2012). The Halpern Critical Thinking Assessment and real-world outcomes : Cross-national applications à ¬Â. Thinking Skills and Creativity, 7(2), 112–121. https://doi.org/10.1016/j.tsc.2012.04.001
Creswell, J., Clark, V. (2007). Designing and Conducting Mixed Method Research. California: Sage Publication, Inc.
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics, 020119, 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments, 219–244. https://doi.org/10.1007/s11409-012-9092-1
Goszewski, M., Moyer, A., Bazan, Z., & Wagner, D. J. (2012). Exploring Student Difficulties with Pressure in a Fluid, 7–10.
Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking (fifth edit). Psychology Press.
Holmes, N. G. (2017). Toolboxes and handing students a hammer : The effects of cueing and instruction on getting students to think critically, 010116, 1–13. https://doi.org/10.1103/PhysRevPhysEducRes.13.010116
Ku, K. Y. L., Ho, I. T., & Eva, K. H. (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking : an intervention study, 251–269. https://doi.org/10.1007/s11251-013-9279-0
Lasry, N., Charles, E., & Whittaker, C. (2014). When teacher-centered instructors are assigned to student-centered classrooms, 010116, 1–9. https://doi.org/10.1103/PhysRevSTPER.10.010116
Loverude, M. E., Heron, P. R. L., & Kautz, C. H. (2013). Identifying and addressing student difficulties with hydrostatic pressure Identifying and addressing student difficulties with hydrostatic pressure, 75(2010). https://doi.org/10.1119/1.3192767
Marlis. (2015). Analisis Profil Pemahaman Konsep dan Konsistensi Konsepsi Siswa Kelas X SMA Negeri 1 Tilatang Kamang pada Materi Fluida Statis, 2015(Snips), 413–416.
Mazer, J., Hunt, S., & Kuznekoff, J. (2008). Revising General Education: Assessing A Critical Thinking Instructional Model In The Basic Communication Course. The Journal of General Education, 56(3/4), 173-199. Retrieved from http://www.jstor.org/stable/27798079
Mclean, C. P., Miller, N. A., Mclean, C. P., & Miller, N. A. (2010). Teaching of Psychology Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience : A Quasi-Experimental Study Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience : A Quasi-Experimental Study, (February 2015), 37–41. https://doi.org/10.1080/00986281003626714
Merrill, M. D. (2013). First Principles of Instruction: Identifying and Designing Effective, Efficient, and Engaging Instruction. Pfeiffer.
Odabas, H. F. (2009). Computers & Education Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills q, 53, 132–141. https://doi.org/10.1016/j.compedu.2009.01.008
Of, E., Thinking, C., In, I., & Education, H. (2014). Effectiveness of critical thinking instruction in higher education : A systematic review of intervention studies, 9–44.
Pascarella, E. T. (2016). How College Affects Students : Ten Directions for Future Research, 47(5), 508–520. https://doi.org/10.1353/csd.2006.0060
Piergiovanni, P. R., & Piergiovanni, P. R. (2014). Creating a Critical Thinker Creating a Critical Thinker, (October), 37–41. https://doi.org/10.1080/87567555.2014.896775
Preiss, D. D., & Sternberg, R. J. (Eds.). (2010). Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development. Springer Publishing Company.
Ramsey, B. K., & Baethe, B. (2013). The Keys to Future STEM Careers : Basic Skills , Critical Thinking , and Ethics, 26–34.
Renaud, R. D., & Murray, H. G. (2008). A comparison of a subject-specific and a general measure of critical thinking, 3, 85–93. https://doi.org/10.1016/j.tsc.2008.03.005
Saifullah, A. M., Wartono, & Sugiyanto. (2015). Pengembangan instrumen diagnostik.
Solon, T. (2007). This is the 2006 AILACT Essay prize winning paper. The official published version appears in, 34(2), 95–109.
Sutarja, M. C., Sutopo, & Latifah, E. (2016). Identifikasi Kesulitan Pemahaman Konsep Siswa pada Fluida Statis. Pros. Semnas Pend. IPA Pascasarjana UM.
Tiruneh, D. T., & Cock, M. De. (2017). Measuring Critical Thinking in Physics : Development and Validation of a Critical Thinking Test in Electricity and Magnetism, 663–682. https://doi.org/10.1007/s10763-016-9723-0
Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of Critical Thinking Instruction in Higher Education : A Systematic Review of Intervention Studies, 4(1). https://doi.org/10.5539/hes.v4n1p1
Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., Cock, M., & Elen, J. (2016). specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481–505. https://doi.org/10.1007/s11423-015-9417-2
Toy, B. Y., & Ok, A. (2012). European Journal of Teacher Education Incorporating critical thinking in the pedagogical content of a teacher education programme : does it make a difference ?, (August 2013), 37–41. https://doi.org/10.1080/02619768.2011.634902
Wagner, D. J., Carbone, E., & Lindow, A. (2013). Exploring Student Difficulties with Buoyancy, (may), 357–360. https://doi.org/10.1119/perc.2013.pr.077
Wenning, C. J. (2010). The Changing Nature of Journal of Physics Teacher Education Online. Journal Of Physics Teacher Education Online, 5(4). Retrieved from www.phy.ilstu.edu/jpteo
Wenning, C. J. (2011). A New Model for Science Teaching. Journal Of Physics Teacher Education Online, 6(2). Retrieved from www.phy.ilstu.edu/jpteo/
Yeh, Y. (2009). Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction, 185–203. https://doi.org/10.1007/s11251-007-9048-z
Young, D. E., College, G. A., & Peter, S. (2017). Using the resources framework to design , assess , and refine interventions on pressure in fluids, 010125, 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.13.010125
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2018-03-13
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Prani, A. I. E., Parno, P., & Hidayat, A. (2018). Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif. Momentum: Physics Education Journal, 2(1). https://doi.org/10.21067/mpej.v1i1.2217
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