Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning
Open Access
- 31 August 2020
- journal article
- Published by SI - Scientific Online Journal in Studies in Learning and Teaching
- Vol. 1 (2), 66-75
- https://doi.org/10.46627/silet.v1i2.32
Abstract
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.Keywords
Funding Information
- # (#)
This publication has 16 references indexed in Scilit:
- Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentationInternational Journal of Science Education, 2016
- The Learning Benefits of Being Willing and Able to Engage in Scientific ArgumentationInternational Journal of Science Education, 2015
- Investigating the Effect of Argument-Driven Inquiry in Laboratory InstructionEducational Sciences: Theory & Practice, 2015
- A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skillsPsicología Educativa, 2014
- The Correlation Between the Flaws Students Define in an Argument and their Creative and Critical Thinking AbilitiesProcedia - Social and Behavioral Sciences, 2012
- Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science ClassroomsJournal of Science Teacher Education, 2012
- Approach–Method Interaction: The role of teaching method on the effect of context-based approach in physics instructionInternational Journal of Science Education, 2012
- Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in ChemistryInternational Journal of Science Education, 2012
- The Effect of Argument-Driven Inquiry on Pre-Service Science Teachers' Attitudes and Argumentation SkillsProcedia - Social and Behavioral Sciences, 2012
- Gauging Students’ Untutored Ability in Argumentation about Experimental Data: A South African case studyInternational Journal of Science Education, 2009