Abstract
This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasi-experimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students’ critical thinking skill, but there is no difference in critical thinking skills between female and male students.
Highlights
Education is a continuing process of learning in social activities to gain knowledge, skills, attitudes, and thinking abilities that are carried out by someone to develop individual skills that can later be useful in community life
The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725
The results of this study indicate that based on the discussions carried out above the Argument-Driven Inquiry model applied to students in the learning process can improve critical thinking skills, both for female and male students
Summary
Education is a continuing process of learning in social activities to gain knowledge, skills, attitudes, and thinking abilities that are carried out by someone to develop individual skills that can later be useful in community life. One form of thinking skills obtained through the educational process is critical thinking skills which are abilities that train reasoning skills and require students to have reasons to support assumptions or conclusions obtained, which are used to solve problems. Critical thinking is not innate since birth and is an essential ability in all aspects of life (Sarjono, 2017). Fisher (2008) revealed that critical thinking is an academic competency similar to reading and writing. Facione (2010) says that critical thinking means thinking well, which is briefly a mental process in perceiving the world using science. Whereas according to Asmawati (2015), critical thinking is a persistent effort to test something that can be trusted truthfully with supporting evidence so that conclusions can be drawn
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