Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

I D Pursitasari,A P Putra,E Suhardi,I Rachman

doi:10.15294/jpii.v9i1.21884

I D Pursitasari, A P Putra + Show 2 more

Open Access

https://doi.org/10.15294/jpii.v9i1.21884

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Abstract

This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

Highlights

The 21st century requires students to have ”four Cs” that is: critical thinking and problemsolving, creativity and innovation, communication, and collaboration to compete in a global society (Erdogan, 2019)
Due to the problems stated, the purpose of this study was to analyze the possibility of inquiry learning with science context in science learning in the seventh-grade junior high school in Bogor and to enhance students’ critical thinking skills through inquiry-learning models with science contexts
Inquiry learning with science context is a learning that is developed by using the context of science as a media to build and improve the critical thinking skills of students

Summary

Introduction

The 21st century requires students to have ”four Cs” that is: critical thinking and problemsolving, creativity and innovation, communication, and collaboration to compete in a global society (Erdogan, 2019). Science learning in junior high school needs to be implemented in an integrated manner by providing students with direct experience to build up their knowledge. The results of the observations several junior high schools in Bogor showed that the implementation of science learning is still conceptual and does not provide opportunities for students to carry out investigations in the laboratory and the surrounding environment. Science learning does concern the nature of science to improve the achievement of science literacy, and to facilitate students to develop their competencies to become qualified human resources. The development of competency in knowledge and skills in the national curriculum aims to build the ability of students to understand and apply science correctly and to have higherorder thinking skills. The teacher gives greetings, performs apperception, presents the learning objectives Core activities Observation Investigation Representation

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