The effect of inquiry combined science-technology-society (STS) learning to enhance critical thinking skills on science
DOI:
https://doi.org/10.22219/jpbi.v3i1.3888Keywords:
critical thinking skills, inquiry, STSAbstract
One of the important skills to be mastered in the era of globalization is the critical thinking skills. This research is to determine the average increase of critical thinking skills of learners before and after implementing inquiry learning combined STS, and to know learner response about inquiry learning combined STS. This research was a “pre-experimental design” by design “the group pretest posttest design”. Samples were taken from the students of class VII SMPN 3 Peterongan. Data Collection was done by testing: pretest, posttest and questionnaire response of learners. Pretest and posttest data were analyzed by using paired t-test statistic. Questionnaire response of learners data were analyzed by using a percentage formula. The results of paired t test were 0.00 which was less than 0.05. The conclusion was there are differences in the results of critical thinking skills before and after implementation of inquiry-based teaching materials combined STS. Based on the results of the questionnaire response of learners found that learners gave positive response to the inquiry learning process combined STS.
Downloads
References
Bakar E., Bal, S., & Ackay, H. (2006). Preservice science teachers beliefs about science-technology and their implication in society. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 19-32.
Coffman, T. (2009). Engaging students through inquiry-oriented learning and technology. United States of America: Rowman & Littlefield Education.
Ekawati, R., Susetyarini, E., Pantiwati, Y., & Husamah. (2015). Peningkatan hasil belajar dan kemampuan berpikir kritis dengan model pembelajaran cooperative integrated reading and composition (CIRC). Jurnal Pendidikan Biologi Indonesia, 1(3), 295-303.
Haryono. (2006). Model pembelajaran berbasis peningkatan keterampilan proses sains. Jurnal Pendidikan Dasar, 7(1), 1-13.
Husamah & Pantiwati, Y. (2014). Cooperative learning STAD-PjBL: Motivation, thinking skills, and learning outcomes in Biology students. International Journal of Education, Learning & Development (IJELD), 2(1), 68-85.
Husamah. (2015a). Blended project based learning: Thinking skills of new students of Biology Education Department (environmental sustainability perspective). Jurnal Pendidikan IPA Indonesia, 4(2), 110-119.
Husamah. (2015b). Blended project based learning: metacognitive awareness of biology education new students. Journal of Education and Learning, 9(4), 274-281.
Ibrahim, M. (2010). Pembelajaran inkuiri. Jakarta: Rineka Cipta.
Kang, N., Dechenne, S. E., & Smith, G. (2012). Inquiry learning of high school Students through a problem-based environmental health scinece curriculum. School Science and Mathematic, 112(3), 147-158.
Kuhlthau, C., Leslie, K. M., & Ann, K. C. (2007). Guided inquiry learning in the 21st century. USA: Libraries Unlimited.
Mason, M. (2008). Critical thinking & learning. USA: Blackwell Publishing
Moon, J. (2008). Critical thinking an exploration of theory and practice. USA: Routledge.
Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory. 44(5), 464-479.
Mulyani, N. K. S., Karyasa, I. W., & Suardana, I. N. (2015). Komparasi peningkatan keterampilan berpikir kritis dan kinerja ilmiah siswa yang dibelajarkan dengan model project based learning dan model pembelajaran inkuiri terbimbing. e- Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan IPA, 5(2015), 1-12.
National Science Educational Standards, National Research Council. (2002). A guide for teaching and learning. Washington. D. C: National Academy Press
Poedjiadi, A. (2010). Sains teknologi masyarakat (model pembelajaran kontekstual bermuatan nilai). Bandung: PT. Remaja Rosdakarya.
Ratcliffe, M. (2001). Science, technology and society in school science education. School Science Riview, 82(300), 83-92.
Ratnaningrum, D. A., Chamisijatin, L., & Nurwidodo. (2015). Penerapan pembelajaran guided inquiry untuk meningkatkan motivasi dan hasil belajar IPA pada siswa kelas VIII A SMP Muhammadiyah 2 Batu. Jurnal Pendidikan Biologi Indonesia, 2(1), 230-239.
Yuhanna, W. L. & Retno, R. S. (2016). Pembelajaran konsep dasar IPA dengan scientific inquiry untuk meningkatkan kemampuan berpikir, bekerja dan bersikap ilmiah pada mahasiswa. Jurnal Pendidikan Biologi Indonesia, 2(1), 1-9.
Sanjaya, W. (2011). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Prenada Media.
Downloads
Published
Issue
Section
License
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
