The Improvement of Critical Thinking Skills of Primary School Students Through Guided Inquiry Learning Models with Integrated Peer Instructions

  • Mohammad Alim Ahaddin Universitas Negeri Surabaya
  • Budi Jatmiko Universitas Negeri Surabaya
  • Zainul Arifin Imam Supardi Universitas Negeri Surabaya
Keywords: Critical thinking skills, Guided inquiry learning models, Peer instructions

Abstract

This research aims to describe the improvement of critical thinking skills of primary school students in the learning model of teaching Inquiry integrated peer instruction. A research sample is a Grade 5 primary school student with a total of 40 students. Research methods use experimental research with one group pre-test and post-test design. Data collection techniques using tests. The data analysis technique uses statistic inferential. Based on the results of the calculations using N-Gain, it is gained that there is an increase in the critical thinking skills of primary school students, i.e. 12 students gained a high upgrade category and 28 students gained a moderate upgrade category. In addition, it is obtained that students experience the guidance of learning both individually and in class. The result of guided Inquiry model integrated peer instruction provided effect so that there has been an improvement of critical thinking in primary school students. Further research is expected that all students can obtain high increases.

Downloads

Download data is not yet available.

References

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. https://doi.org/10.1080/09500693.2020.1716093

Alameddine, M. M., & Ahwal, H. W. (2016). Inquiry based teaching in literature classrooms. Social and Behavioral Sciences Journal, 232, 332-337. https://doi.org/10.1016/j.sbspro.2016.10.031

Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29, 1–32. https://doi.org/10.1023/A:1026471702353

Anjarwani, R., Mukh D., & Bambang, I. (2020). Guided inquiry learning with outdoor activities setting to improve critical thinking ability and science process skills of elementary school students. Journal of Primary Education, 9(2), 129–135. https://doi.org/10.15294/jpe.v9i2.36178

Arikunto, S. (2014). Prosedur penelitian suatu pendekatan praktik (6th ed.). Rineka Cipta.

Basri, S., Sarlan, A., Aziz, N. A., & Zahiri, A. S. A. (2017). Teaching software engineering course with cooperative learning method: a pilot study. World Engineering Education Forum, 251-256. https://doi.org/10.1109/WEEF.2017.8467065

Corich, S. P. (2011). Automating the measurement of critical thinking in discussion forums. [Doctoral dissertation, Massey University]. Massey Research Online. https://mro.massey.ac.nz/handle/10179/2991

Ennis, H. (1996). Critical Thinking. Pretince Hall Inc.

Facione, P.A. (2011). Critical thinking: What it is and why it counts. Measured Reasons and the California Academic Press.

Fisher, A. (2014). Berpikir kritis : sebuah pengantar. Erlangga.

Greenwald & Quitadamo, S. d. (2014). A maind of their own: using inquiry based teaching to build critical thingking sklills and intelectual engagement in an undergraduate neuroanatomy course. The Journal of Undergaraduate Neurosciense Education (JUNE), 12(2), A100–A106.

Hake, R. (1999). Analyzing change/gain scores. Unpublished. [online]. http://physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf

Kuhlthau, C., Leslie K., Maniotes, & Ann K. C. (2015). Guided inquiry learning 21 century. Libararies Unlimited Inc.

Kurniawati, I. D., & Diantoro, M. (2014). Pengaruh pembelajaran ikuiri terbimbing integrasi peer instruction terhadap penguasaan konsep dan kemampuan berpikir kritis siswa. Jurnal Pendidikan Fisika Indonesia, 10(1), 36-46. https://doi.org/10.15294/jpfi.v10i1.3049

Lee, M. (2007). The effect of guided inquiry laboratory on conceptual understanding. California State University Northridge.

http://www.csun.edu/~ml727939/coursework/697/Miha's%20revised%20action%20research%20project%20paper.pdf.pdf

Martin, D. J. (2012). Elementary science methods a constructivist approach. Wadsworth Publishing.

Nicol, D. J. (2003). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457-473. https://doi.org/10.1080/0307507032000122297

Nieveen, N., & Folmer, E. (2013). Formative evaluation in educational design research. Educational Design Research, 153, 152-169.

Panjaitan, M. B., Nur, M., & Jatmiko, B. (2015). Model pembelajaran sains berbasis proses kreatif-inkuiri untuk meningkatkan berpikir kreatif dan pemahaman konsep siswa SMP. Jurnal Pendidikan Fisika Indonesia, 11(1), 8-22. https://doi.org/10.15294/jpfi.v11i1.3999

Pitasari, M. (2017). Pengembangan perangkat pembelajaran model inkuiri terbimbing materi gaya dan gerak untuk meningkatkan ketrampilan berpikir kritis siswa SD. [Unpublished master’s thesis]. State University of Surabaya.

Pratiwi, H. Y., Hudha, M. N., Asri, M., & Ahmad, N. J. (2019). The impact of guided inquiry model integrated with peer instruction towards science process skill and physics learning achievement. Momentum: Physics Education Journal, 3(2), 78-85. https://doi.org/10.21067/mpej.v3i2.2768

Ratumanan, T. G. (2015). Inovasi pembelajaran mengembangkan kompetensi peserta didik secara optimal (L. Noviastuti Ed.). Penerbit Ombak. (Original work was published 1965)

Rodzalan, S. A. (2015). The perception of critical thinking and problem solving skill among malaysian undergraduate student. Procedia - Social and Behavioral Sciences Journal, 172, 725-732. https://doi.org/10.1016/j.sbspro.2015.01.425

Almuntasheri, S., Gillies R.M., & Wright, T. (2016). The effectiveness of a guided inquiry-based, teachers’ professional development programme on saudi students’ understanding of density. Science Education International, 27(1), 16-39.

Seranica, C., Purwoko, A. A., & Hakim, A. (2018). Influence of guided inquiry learning model to critical thinking skills. IOSR Journal of Research & Method in Education (IOSR-JRME), 8(1), 28-31. https://doi.org/10.9790/7388-0801022831

Sriarunrasmee J. S., Suwannatthachote, P., & Dachakupt, P. (2015). Virtual field trips with inquiry learning and critical thinking process: a learning model to enhance student' science learning outcomes. Procedia - Sosial and Behavioral Sciences Journal, 197, 1721-1726. https://doi.org/10.1016/j.sbspro.2015.07.226

Sugiyono. (2009). Exploiting Software Cabri in Learning by Guided discovery. Proceedings of the National Seminar on Mathematics Learning School, 124-134.

Trianto. (2011). Designing a Learning Model Inovative-Progresive. Kencana Prenada Group.

Wulandari, T. (2013). Penerapan pembelajaran ips berbasis masalah (problem based learning) untuk meningkatkan karakter rasa ingin tahu siswa. [Undergraduated thesis, Indonesia University of Education]. UPI Repository. http://repository.upi.edu/id/eprint/672

Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. Journal of Educational Strategies, 84(5), 204-212. https://doi.org/10.1080/00098655.2011.568989

Published
2020-08-31
How to Cite
Mohammad Alim Ahaddin, Budi Jatmiko, & Zainul Arifin Imam Supardi. (2020). The Improvement of Critical Thinking Skills of Primary School Students Through Guided Inquiry Learning Models with Integrated Peer Instructions. Studies in Learning and Teaching, 1(2), 104-111. https://doi.org/10.46627/silet.v1i2.39
Section
Articles