Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning
Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning
复制标题
论据驱动探究模型的有效性和情境方法，以提高科学学习中的批判性思维能力
DOI：
10.46627/silet.v1i2.32
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
T. Prastowo
中科院分区：
文献类型：
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作者：
Siti Fadilah. Ms;B. Jatmiko*;T. Prastowo
本研究旨在探讨一种以情境为基础的教学模式，以提高学生在科学学习中批判性思维能力的有效性和有效性。这类研究是研究和开发的(RD(2)学习材料在以下方面是有效的：(A)学生的反应非常好，结果为83.2%；(B)学生的批判性思维能力有所提高，八年级A级的平均N-Gain为0.74，高类别的八年级B的平均N-Gain为0.75。根据t检验的统计分析结果，两个班的概率值(Sig)为0,000。这意味着显着性值小于0.05，说明前测和后测结果之间存在显着差异。综上所述，论证驱动的探究(ADI)模式和语境方法被证明是提高批判性思维技能的可行和有效的方法。
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 (RD (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.