Mind mapping in argument-driven inquiry (ADI) model to improve students’ critical thinking skills with a different prior knowledge in the topic of reaction rate

Abstract

Students often encounter some issues to understand the concepts of the Reaction Rate such as the low conceptual understanding and also some lack of critical thinking skills. Argument-Driven Inquiry (ADI) model can be one of the solutions to overcome the issues. However, while implementing this model, many students face some difficulties to express their arguments orally or even in writing. Therefore, another strategy such as Mind Mapping should be utilized too in the learning process. This study aimed to investigate the effect of Mind Mapping in Model Argument-Driven Inquiry (ADI- mind map) towards the students’ critical thinking skills with a different prior knowledge in the topic of Reaction Rate. A factorialized (2x2) version of non-equivalent control group design with two way ANOVA was implemented in this study. The results show that : 1) there is a significant different of students’ critical thinking between the students taught using ADI-mind map and those using ADI only; (2) there is a significant different of students’ critical thinking skills between higher achievement students and lower achievement students in both ADI-mind map and ADI model only; and 3) there is no interaction between learning model and students’ prior knowledge towards the students’ critical thinking skills.