Pengembangan Keterampilan Berpikir Kritis Siswa Sekolah Dasar Melalui Model Pembelajaran Inkuiri

Marsha  Dilla

doi:10.47134/pgsd.v1i2.138

Authors

Marsha Dilla Universitas Negeri Jakarta

DOI:

https://doi.org/10.47134/pgsd.v1i2.138

Keywords:

critical thinking, inquiry learning model, elementary school students

Abstract

Critical thinking skills are important to develop early on for elementary school students so they are able to solve problems well. This study aims to determine the effectiveness of implementing inquiry learning model in developing critical thinking skills of elementary school students. This quasi-experimental designed study involved grade students divided into experimental group (inquiry model) and control group (conventional learning). Pretest and posttest instruments were used to measure students' critical thinking skills, then will be analyzed. The results showed that the improvement of critical thinking skills of experimental group students was significantly higher than the control group. This proves that inquiry learning model is effective for developing critical thinking skills of elementary school students. Therefore, it is recommended for teachers to implement inquiry learning models to stimulate and improve students' critical thinking abilities.

References

Aini, N. R. (2019). Problem-Based Learning for Critical Thinking Skills in Mathematics. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012026 DOI: https://doi.org/10.1088/1742-6596/1155/1/012026

Andrews, D. J. C. (2019). Beyond damage-centered teacher education: Humanizing pedagogy for teacher educators and preservice teachers. Teachers College Record, 121(6). DOI: https://doi.org/10.1177/016146811912100605

Arisoy, B. (2021). The effects of subject-based critical thinking education in mathematics on students’ critical thinking skills and virtues*. Eurasian Journal of Educational Research, 2021(92), 99–120. https://doi.org/10.14689/ejer.2021.92.6 DOI: https://doi.org/10.14689/ejer.2021.92.6

Arthars, N. (2019). Empowering teachers to personalize learning support: Case studies of teachers’ experiences adopting a student- and teacher-centered learning analytics platform at three Australian universities. Utilizing Learning Analytics to Support Study Success, 223–248. https://doi.org/10.1007/978-3-319-64792-0_13 DOI: https://doi.org/10.1007/978-3-319-64792-0_13

Bosman, R. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68, 177–194. https://doi.org/10.1016/j.jsp.2018.03.006 DOI: https://doi.org/10.1016/j.jsp.2018.03.006

Chen, W. (2019). Implementing collaborative writing in teacher-centered classroom contexts: student beliefs and perceptions. Language Awareness, 28(4), 247–267. https://doi.org/10.1080/09658416.2019.1675680 DOI: https://doi.org/10.1080/09658416.2019.1675680

Chikiwa, C. (2018). Promoting critical thinking in multilingual mathematics classes through questioning. Eurasia Journal of Mathematics, Science and Technology Education, 14(8). https://doi.org/10.29333/ejmste/91832 DOI: https://doi.org/10.29333/ejmste/91832

Dervić, D. (2018). Teaching physics with simulations: Teacher-centered versus student-centered approaches. Journal of Baltic Science Education, 17(2), 288–299. DOI: https://doi.org/10.33225/jbse/18.17.288

Enriquez, O. N. (2021). ‘The collision of two worlds’: when a teacher-centered facilitator meets a student-centered pedagogy. Sport, Education and Society, 26(5), 459–470. https://doi.org/10.1080/13573322.2020.1738374 DOI: https://doi.org/10.1080/13573322.2020.1738374

Hartini, A. (2017). Pengembangan Perangkat Pembelajaran Model Project Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 1(2a). DOI: https://doi.org/10.29240/jpd.v1i1.219

Haryanti, Y. D., & Febriyanto, B. (2017). Model problem based learning membangun kemampuan berpikir kritis siswa sekolah dasar. Jurnal Cakrawala Pendas, 3(2). DOI: https://doi.org/10.31949/jcp.v3i2.596

Hwang, Y. S. (2019). Effects of a Mindfulness-Based Program for Teachers on Teacher Wellbeing and Person-Centered Teaching Practices. Mindfulness, 10(11), 2385–2402. https://doi.org/10.1007/s12671-019-01236-1 DOI: https://doi.org/10.1007/s12671-019-01236-1

Keiler, L. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0131-6 DOI: https://doi.org/10.1186/s40594-018-0131-6

Latifah, S. (2021). The influence of mobile instant messaging with scientific approach on students’ critical-thinking skills in physics learning during covid-19 pandemic. IOP Conference Series: Earth and Environmental Science, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012057 DOI: https://doi.org/10.1088/1742-6596/1796/1/012057

Lieung, K. W. (2019). Pengaruh model discovery learning terhadap keterampilan berpikir kritis siswa sekolah dasar. Musamus Journal of Primary Education, 1(2), 073-082. DOI: https://doi.org/10.35724/musjpe.v1i2.1465

Lusidawaty, V., Fitria, Y., Miaz, Y., & Zikri, A. (2020). Pembelajaran IPA dengan strategi pembelajaran inkuiri untuk meningkatkan keterampilan proses sains dan motivasi belajar siswa di sekolah dasar. Jurnal Basicedu, 4(1), 168-174. DOI: https://doi.org/10.31004/basicedu.v4i1.333

Mafarja, N. (2022). Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability. Eurasia Journal of Mathematics, Science and Technology Education, 18(1). https://doi.org/10.29333/EJMSTE/11506 DOI: https://doi.org/10.29333/ejmste/11506

Matsuyama, Y. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: A qualitative study in a Japanese undergraduate setting. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1550-x DOI: https://doi.org/10.1186/s12909-019-1550-x

Meo, L., Weu, G., & Nono, Y. (2021). Penerapan Model Pembelajaran Inkuiri Dalam Meningkatkan Hasil Belajar IPA Pada Siswa Sekolah Dasar. Jurnal Ilmiah Pendidikan Citra Bakti, 8(1), 38-52. DOI: https://doi.org/10.38048/jipcb.v8i1.101

Meyer, J. P. (2019). Teachers’ dual commitment to the organization and occupation: A person-centered investigation. Teaching and Teacher Education, 77, 100–111. https://doi.org/10.1016/j.tate.2018.09.009 DOI: https://doi.org/10.1016/j.tate.2018.09.009

Nababan, S. A. (2018). Pengembangan perangkat pembelajaran berbasis Pendekatan RMEUntuk meningkatkan kemampuan Berpikir kritis siswa Sekolah Dasar. Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 4(2). DOI: https://doi.org/10.30651/else.v2i2.1835

Rachmadtullah, R. (2015). Kemampuan berpikir kritis dan konsep diri dengan hasil belajar pendidikan kewarganegaraan siswa kelas V sekolah dasar. Jurnal Pendidikan Dasar, 6(2), 287-298. DOI: https://doi.org/10.21009/JPD.062.10

Ramadhan, F. A. (2021). Penggunaan Strategi Pembelajaran Inkuiri Terbimbing dalam Pembelajaran IPA di Pendidikan Sekolah Dasar. Vektor: Jurnal Pendidikan IPA, 2(2), 56-66. DOI: https://doi.org/10.35719/vektor.v2i2.35

Ritiauw, S. P., & Salamor, L. (2016). Mengembangkan keterampilan berpikir kritis siswa sekolah dasar melalui implementasi model pembelajaran sosial inkuiri. PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan, 4(1), 42-56. DOI: https://doi.org/10.30598/pedagogikavol4issue1page42-56

Saputra, M. D. (2019). Developing critical-thinking skills through the collaboration of Jigsaw model with problem-based learning model. International Journal of Instruction, 12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a DOI: https://doi.org/10.29333/iji.2019.12169a

Susanto, T. A. (2021). Pengembangan e-media nearpod melalui model discovery untuk meningkatkan kemampuan berpikir kritis siswa di sekolah dasar. Jurnal Basicedu, 5(5), 3498-3512. DOI: https://doi.org/10.31004/basicedu.v5i5.1399

Yamagata, S. (2018). Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches. Language Teaching Research, 22(1), 65–93. https://doi.org/10.1177/1362168816659784 DOI: https://doi.org/10.1177/1362168816659784