Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning

  • Siti Fadilah. MS Science Education Study Program, Postgraduate Program, Universitas Negeri Surabaya, Indonesia
  • Budi Jatmiko Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia
  • Tjipto Prastowo Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia
Keywords: Argument-Driven Inquiry, Contextual Approach, Critical Thinking Skill, Effectiveness, Validity


This study aimed to determine the effectiveness and validity of a teaching document using Argument-Driven Inquiry (ADI) model with a Contextual Approach to improve students' critical thinking skills in science learning. This type of research was research and development (R&D) that refers to the 4D model. Data collected by the validation sheets, student response sheet, and critical thinking skills test. They were analyzed by using t-test and N-gain. The present research was applied in lower secondary at SMP Negeri 1 Bluto with trial design of One-Group Pretest-Posttest Design. The results of the data analysis show that (1) the learning materials was valid in terms of the results of the validity of the materials with the score of 3.57; (2) learning materials was effective in terms of: (a) the students' responses were categorized as very good with results of 83.2%, (b) students' critical thinking skill increased with an average value of N-gain in grade eight A of 0.74 and 0.75 for grade eight B with a high category. Based on the results of statistical analysis using the t test, the probability value (sig) was 0,000 in the two classes. This means that the significance value was less than 0.05 which means there was a significant difference between the pre-test and post-test results. In conclusion, Argument-Driven Inquiry (ADI) model with a Contextual Approach is proven to be feasible and effective for improving critical thinking skills.


Download data is not yet available.


Abdullah, Ridwan. 2013. InovasiPembelajaran.Jakarta:BumiAksara

Aditomo, A., &Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504-525. Retrieved from

Anderson, L.W. &Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing. A revision of bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, Inc.

Bathgate, M., Crowell, A., Schunn, C., Cannady, M., &Dorph, R. (2015). The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education, 37(10), 1590-1612. Retrieved from

Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191. Retrieved from

Choy, S. C., &Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of teaching and learning in Higher Education, 20(2), 198-206. Retrieved from

Darsono, M. 2011. BelajardanPembelajaran. Semarang: IKIP Semarang Press

Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198-1220. Retrieved from

Facione, P.A. (2013). Critical thinking : What it is and why it count. Millbrae, C.A.: Measured Reasons and the California Academic Press.

Demircioğlu, T., &Ucar, S. (2012). The effect of argument-driven inquiry on pre-service science teachers’ attitudes and argumentation skills. Procedia-Social and Behavioral Sciences, 46, 5035-5039. Retrieved from

Demircioglu, T., &Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1). Retrieved from

Griffin, P. & Care, E. (2015). Assesment and teaching of 21st century skills: Method and approach. New York: Springer.

Facion, P. A. (2011). Critical Thingking: What It Is and Why It Counts. Millbrae: Measured Reasons and The California Academic Press.

Hasnunidah, N., Susilo, H., Henie Irawati, M., &Sutomo, H. (2015). Argument-driven inquiry with scaffolding as the development strategies of argumentation and critical thinking skills of students in Lampung, Indonesia. American Journal of Educational Research, 3(9), 1185-1192. Retrieved from

Harris, C. J., Phillips, R. S., &Penuel, W. R. (2012). Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education, 23(7), 769-788. Retrieved from

Kadayifci, H., Atasoy, B., &Akkus, H. (2012). The correlation between the flaws students define in an argument and their creative and critical thinking abilities. Procedia-Social and Behavioral Sciences, 47, 802-806. Retrieved from http://doi:10.1016/j.sbspro.2012.06.738

Lubben, F., Sadeck, M., Scholtz, Z., &Braund, M. (2010). Gauging students’ untutored ability in argumentation about experimental data: A South African case study. International Journal of Science Education, 32(16), 2143-2166. Retrieved from

Nufus, H., UndangRosidin, U. R., &Hasnunidah, N. (2018). Influence Of Implementation Argument-Driven Inquiry Model To Junior High School Students’critical Thinking Skills Based On Difference Of Academic Ability. JurnalPendidikanFisika, 7(2), 110-117. Retrieved from

Peşman, H., &Özdemir, Ö. F. (2012). Approach–method interaction: The role of teaching method on the effect of context-based approach in physics instruction. International Journal of Science Education, 34(14), 2127-2145. Retrieved from

Prastowo, andi.2012. PanduanKreatifMembuatBahan Ajar Inovatif. Jogjakarta: DIVA Press

Sampson, V., & Walker, J. P. (2012). Argument-driven inquiry as a way to help undergraduate students write to learn by learning to write in chemistry. International Journal of Science Education, 34(10), 1443-1485. Retrieved from

Deane, P., & Song, Y. (2014). A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills. PsicologíaEducativa, 20(2), 99-108. Retrieved from

Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills.Journal of Innovation in Educational and Cultural Research, 1(1),22-29

Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing. Retrieved from

Sulistyowati, E. 2014. MetodologiPembelajaran IPA. Jakarta: BumiAksara

Thiagarajan, S., Semmel, D. S &Semmel, M. I. 1974. Instructional Development for Training Teachers of Expectional Children. Minneapolis, Minnesota: Leadership Training Institute/Special Education, University of Minnesota.

Van Uum, M. S., Verhoeff, R. P., &Peeters, M. (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International journal of science education, 38(3), 450-469. Retrieved from

Yacoubian, H. A., &Khishfe, R. (2018). Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers. International Journal of Science Education, 40(7), 796-807. Retrieved from

How to Cite
Fadilah. MS, S., Jatmiko, B., & Prastowo, T. (2020). Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning. Studies in Learning and Teaching, 1(2), 66-75.