The Correlation of Guided Inquiry Model with SETS Approach on Students' Critical Thinking Skills

R. Melisa Nelvita Sari, Siti Suryaningsih, Luki Yunita

Abstract


Critical thinking skills in chemistry subject is still low. Teacher-centered learning is one of the causes of low critical thinking skills. The objective of this study was to investigate the correlation of guided inquiry learning model with the Science, Environment, Technology and Society (SETS) approach on students’ critical thinking skills at chemical equilibrium material. The research method was Quasi Experiment with Nonequivalent Control Group Design, and the samples were taken using purposive sampling. The samples consisted of 36 students in the control and the experimental classes. The research instrument consisted of 12-item essay test which represented 11 indicators of critical thinking skill. Data analysis was performed using the Independent Sample T-test through SPSS 22 version. The results of hypothesis testing showed a correlation of the use of guided inquiry model with SETS approach on students' critical thinking skills in the experimental class with sig values <0.05. The percentage result of the posttest data showed an increase in critical thinking skills of students in the experimental class. The conclusion of this study is that the use of guided inquiry model with SETS approach can improve students' critical thinking skills. The highest critical thinking skills indicator in the experimental class is inducing and judging inductions, while the lowest indicator is observing and judging observation reports.

Keywords


Jurnal Pendidikan Kimia



DOI: https://doi.org/10.15408/es.v10i2.10268

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@ EDUSAINS.  P-ISSN:1979-7281;E-ISSN:2443-1281

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