Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning
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.
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 doi.org/10.1080/09500693.2015.1045958
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 doi.org/10.1080/09500693.2015.1134849
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 https://files.eric.ed.gov/fulltext/EJ864337.pdf
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 https://doi.org/10.12738/estp.2015.1.2324
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 http://repository.lppm.unila.ac.id/id/eprint/10475
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 doi.org/10.1080/09500690903331886
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 http://repository.lppm.unila.ac.id/id/eprint/10635
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 doi.org/10.1080/09500693.2012.667581
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 https://eric.ed.gov/?id=ED601150
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 https://doi.org/10.1080/09500693.2018.1449986
Copyright (c) 2020 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who want to publish this journal must agree to the following conditions:
- The author grants the first Copyright to the journal Studies in Learning and Teaching with works that are simultaneously licensed under the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) which allows others to share work with authorship recognition initial works and publications in this journal for non-commercial purposes.
- The author can make separate additional contractual arrangements for the non-exclusive distribution of published journal versions of the work (for example, posting it to an institutional repository or publishing it in a book), with recognition of the work. initial publication in this journal.
The publisher publishes and distributes Articles with a copyright notice to SiLeT under the CC BY-NC-ND 4.0 article license.