Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills

Irwan Irwan,Maridi Maridi,Sri Dwiastuti

doi:10.22219/jpbi.v5i1.7287

Abstract

The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This R&D research referred to Borg and Gall model with nine stages. The research instrument used was a test question sheet adapted from Facione. The data gained were analyzed using ANCOVA. The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F = 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.

Highlights

IntroductionCritical thinking skill is one of the vital components (de Bie, Wilhelm, and van der Meij, 2015) and an important element in the 21st-Century (Nusarastriya, Sapriya, Wahab, & Budimansyah, 2013)
Critical thinking skill is one of the vital components and an important element in the 21st-Century (Nusarastriya, Sapriya, Wahab, & Budimansyah, 2013)
The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 from material expert, 81.90 from learning expert, 78.57 from linguist, 92.86 from learning media expert, 92.36 from practitioners, and 91.80 from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F = 120.52; p-value < 0.05)

Summary

Introduction

Critical thinking skill is one of the vital components (de Bie, Wilhelm, and van der Meij, 2015) and an important element in the 21st-Century (Nusarastriya, Sapriya, Wahab, & Budimansyah, 2013). Critical thinking skill has become a serious discussion between educators and psychologists about the factors influencing in the students (Abdi, 2012). Critical thinking skill is quite important for students since it enables the assume, analyze arguments, and evaluate the quality of information (Bensley & Spero, 2014). Students who have critical thinking skills tend to believe and act according to their reasoning logically and systematically based on the information received. Critical thinking skill consists of the ability in analyzing, JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 5, No 1, March 2019, pp. Critical thinking skill consists of the ability in analyzing, JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 5, No 1, March 2019, pp. 51-60 understanding, and evaluating both reasons and information (Adeyemi, 2012; Dwyer, Hogan, & Stewart, 2014; Shehab & Nussbaum, 2015) and constitute is part of the cognitive skills consisting of interpretation, analysis, inference, evaluation, explanation, and self-regulation (Facione, 1992)

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Conclusion