CAN ARGUMENT-DRIVEN INQUIRY MODELS HAVE IMPACT ON CRITICAL THINKING SKILLS FOR STUDENTS WITH DIFFERENT PERSONALITY TYPES?

Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.

[1]  Waminton Rajagukguk,et al.  PROBLEM-BASED MATHEMATICS TEACHING KITS INTEGRATED WITH ICT TO IMPROVE STUDENTS’ CRITICAL THINKING ABILITY IN JUNIOR HIGH SCHOOLS IN MEDAN , 2015, CP 2015.

[2]  Sedat Uçar,et al.  Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction. , 2015 .

[3]  Angela F. L. Wong,et al.  Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators , 2015 .

[4]  Ina Setiawati,et al.  PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY (ADI) DALAM MENINGKATKAN KEMAMPUAN BERARGUMENTASI SISWA PADA KONSEP PENCEMARAN LINGKUNGAN DI KELAS X SMA NEGERI 1 CIAWIGEBANG , 2017 .

[5]  Dimyati,et al.  Belajar dan Pembelajaran , 2024, Jurnal Basicedu.

[6]  Victor Sampson,et al.  Argument-Driven Inquiry To Promote the Understanding of Important Concepts & Practices in Biology , 2009 .

[7]  I. K. Sudarsana.  Optimalisasi Penggunaan Teknologi Dalam Implementasi Kurikulum Di Sekolah (Persepektif Teori Konstruktivisme) , 2018 .

[8]  Wahyu Hidayat,et al.  ADVERSITY QUOTIENT DAN PENALARAN KREATIF MATEMATIS SISWA SMA DALAM PEMBELAJARAN ARGUMENT DRIVEN INQUIRY PADA MATERI TURUNAN FUNGSI , 2017 .

[9]  C. Gibson.  Critical Thinking: Implications for Instruction. , 1995 .

[10]  R. Riandi,et al.  PENINGKATAN PENGUASAAN KONSEP SISWA MELALUI PEMBELAJARAN ARGUMENT DRIVEN INQUIRY PADA PEMBELAJARAN IPA TERPADU DI SMP KELAS VII , 2016 .

[11]  Herawati Susilo,et al.  Argument-Driven Inquiry with Scaffolding as the Development Strategies of Argumentation and Critical Thinking Skills of Students in Lampung, Indonesia , 2015 .

[12]  Nuryati Atamimi,et al.  PERBEDAAN PERAN JENIS KELAMIN, SKALA AKADEMIK,DAN PERAN AKTIF BERORGANISASI DENGAN PRESTASI AKADEMIK , 2014, CP 2014.

[13]  F. Kırmızı,et al.  Determine the Relationship Between the Disposition of Critical Thinking and the Perception About Problem Solving Skills , 2015 .

[14]  ACADEMIC ACHIEVEMENT AND SCHOOL ABILITY: IMPLICATIONS TO GUIDANCE AND COUNSELING PROGRAMS , 2012 .

[15]  Saedah Siraj,et al.  Higher Order Thinking Skills among Secondary School Students in Science Learning. , 2015 .

[16]  F. Worrell,et al.  Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. , 2016 .

[17]  Wahyu Sukma Ginanjar,et al.  PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRYDALAM PEMBELAJARAN IPA UNTUK MENINGKATKANKEMAMPUAN ARGUMENTASI ILMIAH SISWA SMP , 2014 .

[18]  T. L. Tang,et al.  Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect , 2015 .

[19]  La Hadisi.  Inkuiri: sebuah Strategi Menuju Pembelajaran Bermakna , 2014 .

[20]  Robert H. Ennis.  Critical Thinking: Reflection and Perspective Part I , 2011 .

[21]  Cici Andriani,et al.  KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR BIOLOGI BERDASARKAN PERBEDAAN GENDER SISWA , 2017 .

[22]  P. Facione.  Critical Thinking: What It Is and Why It Counts , 2011 .

[23]  Ralf R Greenwald,et al.  A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course. , 2014, Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience.

[24]  Hakki Kadayifci,et al.  The Correlation Between the Flaws Students Define in an Argument and their Creative and Critical Thinking Abilities , 2012 .

[25]  Santoshi Halder,et al.  THE INFLUENCE OF PERSONALITY TRAITS ON INFORMATION SEEKING BEHAVIOUR OF STUDENTS , 2010 .

[26]  M. Veenman,et al.  Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains , 2008 .

[27]  Victor Sampson,et al.  Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study , 2011 .

[28]  A. Zohar,et al.  Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? , 2003 .