Articles

Meta-Analysis the Effectiveness of Implementing the Argument Driven Inquiry (ADI) Model in Improving Students’ Critical Thinking

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In preparing the order of life in the era of revolution 4.0, it is necessary to prepare competencies in achieving national education goals. The competency needed in the 21st century is the ability to think at a high level. These skills are critical thinking, creative, collaborative and communicative. This meta-analysis study aims to analyze the effect of using the Argument Driven Inquiry (ADI) model towards increasing students’ critical thinking skills in learning. The method used in this research is a meta-analysis method by reviewing 9 journal articles and integrating 1 international journal article and 8 national journal articles. Data analysis was carried out by calculating the average Effect Size (ES) which is then categorized based on interpretation of Cohen’s criteria. Based on the study results, the average ES model in the effect of applying the ADI model on students’ critical thinking skills is 0.36 in the medium category. So, it can be concluded that the ADI model can have a positive effect on students’ critical thinking skills.

 

Development of Literacy-Based Interactive Learning Media in Improving Critical Thinking Skills of Junior High School Students in Islamic Religious Education

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Critical thinking is very important in learning because it will improve students’ thinking skills in learning practices. So far, critical thinking has not become a culture among students, so there are still students who are passive in the learning process and do not dare to argue or ask questions. Critical thinking skills are the ability to organize themselves in producing interpretation, analysis, and evaluation as well as exposure using evidence, concepts, methodologies, and contextual considerations that are used as the basis for making decisions. Indicators of critical skills, namely: solving problems, making decisions, persuading, analyzing assumptions and conducting scientific research. This study aims to develop literacy-based interactive learning media in improving the critical thinking skills of junior high school students in Islamic religious education subjects that are valid, practical, and effective. Learning media that can support the success of learning activities in improving students’ critical thinking skills must be developed by meeting several criteria, namely valid, practical, and effective. The validity score obtained for each aspect is the media aspect with a percentage of 76.33% and for the material aspect with a percentage of 78.66%, therefore the learning media is declared valid. The average score of the overall learning implementation observation results obtained a percentage of 82.73%. There were 26 students who were complete or around 81.25%, the average score percentage of student activity was 84%, and as many as 92.83% of students gave a positive response. The findings of this study indicate that the development of literacy-based interactive learning media is effective in improving students’ critical thinking skills in Islamic Religious Education subjects. The implication of this research is the need for literacy integration in Islamic learning to help students’ develop a deeper and more critical understanding of the subject matter.

The Effectiveness of Using PQ4R Based Modules in Improving Critical Thinking Skills in Elementary Schools

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The purpose of this study was to determine the effectiveness of the PQ4R-based module to improve students’ critical thinking in elementary schools.This study uses a qualitative approach. This researchusing the One Group Pretest-Postest Design which is a form of the Pre-Experimental research method. This design uses one group. The population in the study were all students at SD Negeri Berundung. The sampling technique was using purposive sampling and the subjects of this study were students in class IV A at SD Negeri Berundung. Data collection was carried out using observation, interviews and tests. The results of the paired sample t-test were (Sig 0.01 <0.05) which means that there is a difference in the average student learning outcomes between pretest and posttest. The amount of increase using n-gain is 0.513 in the moderate category. Based on the results of the study it can be concluded that learning using PQ4R-based modules is effective for increasing students’ critical thinking.