Developing Critical Thinking Achievement in Macroeconomics Course Trough ADI Learning Based

Abstract

Purpose: Macroeconomics is one of the most difficult subjects in semester 2. For this reason, ADI learning combined with critical thinking skills is required. This research aims to develop ADI learning so that students can study Macroeconomics courses more easily. Method: The research method used is research and development (R&D) which lasts for one year with the research subjects being Masters of Economics Education, University of Nusantara PGRI Kediri. This design was chosen because it aims to produce new products or improve existing products, namely the ADI learning model in Macroeconomics learning. The Argument-Driven Inquiry (ADI) model can increase students'' mastery of concepts, the Argument-Driven Inquiry (ADI) learning model is seen as being able to facilitate students to understand macroeconomic concepts well, because learning activities the Argument-Driven Inquiry (ADI) model emphasizes construction and validation of knowledge through research activities. Results and conclusions: Students experience a different learning experience where they have to reinforce references and be ready to accept input from other students. This study found that students with good critical thinking skills could produce good arguments and play an active role in tentative argument sessions and argumentation sessions. Research implications: Through critical thinking, students are expected to be able to decide which one to use in their argument. Students are instructed to review the available information and then make a list of strengths and weaknesses of each decision. Originality/value: The ADI learning process combined with the use of critical thinking can produce a good teaching and learning process.