Effectiveness of Inquiry Learning Models to Improve Students' Critical Thinking Ability

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 < 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

This study aimed to determine the effect of inquiry learning models and learning motivation on students' metacognition. The study used the quasi-experimental research method with the 2x2 treatment by level model. The subjects of this study were high school students in Grade 11. The samples were divided into two groups; one group learned through the open inquiry learning model while the other group learned through the guided inquiry learning model. Both groups were then given a learning motivation test to divide students into categories of students who had high learning motivation and students who had low learning motivation. The research showed that the metacognition of students who learned through the open inquiry learning models was lower than those who learned through the guided inquiry learning models. Also, the metacognition of students who had high learning motivation was greater than students who had low motivation. The results of the hypothesis test indicated that there is a significant difference in metacognition between students who learned through the open inquiry learning model and students who learned through the guided inquiry learning model, and there is a significant interaction effect between learning models and learning motivation on students' metacognition.

This study aims to describe and compare critical thinking skills of students based on gender in class XI MIA of SMA Negeri 1 Maiwa. This comparational descriptive study aims to describe and compare critical thinking skills of students based on gender in class XI MIA of SMA Negeri 1 Maiwa were both classes were taught by using inquiry learning model. The instrument used in this study was observation sheet to measure the process of critical thinking skills and measure the product of critical thinking ability from achievement test. The achievement indicators of critical thinking skills in male and female classes by comparison indicators in giving a simple explanation achieved 41% and 46.3%, building up basic skills achieved 51% and 34.83%, organizing the strategy and tactics is achieved 52% and 25.89%, giving further explanation achieved 44% and 55.3%, and concluding achieved 60% and 58.92%. Achievement test values of critical thinking were analyzed using t-test of both classes where tcalculate < ttable, concluded that there was no difference in critical thinking skills of male and female students in class XI MIA SMA Negeri 1 Maiwa through inquiry learning model in the chemical equilibrium subject.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

This intervention study focused on: (1) analyzing whether there is a significant effect of guided inquiry learning model based on Deli Malay culture context towards student’s mathematical critical thinking ability or not and (2) analyzing whether there is a significant interaction between learning model and prior mathematical ability towards student’s mathematical critical thinking ability or not. This study is a quasi experimental research that used mathematical critical thinking ability test. Population in this study are all students in SMPN 1 Tebing Tinggi Academic Year 2017/2018 and the samples are 32 students in class VIII-A taught by using guided inquiry learning model based on Deli Malay culture context and 32 students in class VIII-C taught by using expository learning. The data was analyzed by using Two Way Anova and found that: (1) there is a significant effect of guided inquiry learning model based on Deli Malay culture context towards student’s mathematical critical thinking ability and (2) there is no a significant interaction between learning model and prior mathematical ability towards student’s mathematical critical thinking ability.

This study aims to find out The Effect of Inquiry and Problem-Based Learning (PBL) Models on Understanding of Mathematics Concepts Viewed from Student Learning Motivation. The study employed the quantitative research approach with a quasi-experimental design. Data obtained with the pattern of pretest and posttest. Based on data analysis and discussion, it was be concluded that: (1) there is an influence of Inquiry and PBL learning models on students' understanding of mathematical concepts. This is because the Inquiry and Problem-Based Learning (PBL) model syntax can help students develop their ability to understand mathematical concepts, (2) there is an effect of high learning motivation, moderate learning motivation, and low learning motivation on students' understanding of mathematical concepts after applying the learning model, (3) there is the interaction between the Inquiry learning model, the Problem-Based Learning (PBL) learning model, and Direct Instruction (DI) with learning motivation in influencing the ability to understand mathematical concepts. Therefore, mathematics teachers should pay attention to students' learning motivation towards their abilities and apply Inquiry or Problem-Based Learning (PBL) learning models that help increase students' understanding of mathematical concepts.

This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasi-experimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students’ critical thinking skill, but there is no difference in critical thinking skills between female and male students.

To foster mathematical teaching material inquiry based aided by multimedia that caused to upgrade critical thinking of High School Students (HSS) across North Sumatera as the focused purpose of this study. Implemented in North Sumatera from the year of 2016 to 2018. The population covered overall high school students. The subjects were the high school students themselves. Technically picking sample on by exercising purposive random sampling that is pick on six HSS randomly with three HSS from public school and three HSS from private school. To perceive the influence of teaching material of mathematics inquiry-based aided by multimedia which is developed used designed research of quasi experiment with design control group post test only . Technically to turn in data used questionnaires, observation, and test. The data being analyzed with working out with technical descriptive analysis, examined t and anova. The experiment of study found inquiry learning model in groups caused students are encouraged to express their thoughts and keeping others thoughts. Inquiry learning model aided by multimedia interacts with students’ incipient mathematical ability to critical thinking ability. Students’ incipient mathematical ability in low and high category rather used inquiry learning aided by multimedia, meanwhile for students’ incipient ability of low rather used ordinary learning model or expository. Students critical thinking are more in medium category that is of 38.71%, this case means that to upgrade critical thinking ability in this study its necessary to focus on one of the third limitedness in allowing more opportunities to students to think creatively.

This study aims to develop inquiry based multimedia mathematics teaching materials that can improve the critical thinking skills of high school students in North Sumatera. This research was conducted in North Sumatera Province, from 2016 to 2018. The population of this research is all SMA in North Sumatera Province. The subject of this research is high school students. The sampling technique used purposive random sampling, which is choosing six SMA randomly with three SMA Negeri and three private SMA. To know the influence of mathematics materials based on inquiry of multi media aid developed used quasi experimental research design with control group post test only design. Data collection techniques used questionnaires, observations, and tests. Data were analyzed using descriptive analysis technique, t test and anava. Tests of research found inquiry learning model in groups make students dare to express opinions and accept opinions of others. Multilingual aided instructional learning model interacts with students' early mathematical abilities of critical thinking skills. Initial students with moderate and higher category skills prefer to use multimedia-based inquiry learning models, whereas for early low-ability students it is better to use ordinary or expository learning models. Critical thinking ability of students more in the medium category that is equal to 38.71%, this means to improve critical thinking skills in this study need to note one of the 3rd limitation in giving more opportunities for students to think creatively.

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results ①The average score of critical thinking for the investigated college nursing students was (264.54±29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students, as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method. Key words: Nursing students; Critical thinking ability; Communication ability; Investiga-tion and study

Abstract: This research aims to analyze the influence of the guided inquiry learning model on students' mathematical critical and creative thinking abilities. This research problem focuses on the effect of applying the guided inquiry model on the mathematical critical and creative thinking abilities of fourth grade elementary school students compared to applying the direct learning model. The research was conducted on fourth grade students at SD Negeri 010015 Sei Serindan, Kecamatan Sei Kepayang Barat, with a research sample of 2 classes determined using the cluster random sampling technique. The research instrument tests students' critical thinking and creative mathematical thinking skills in the form of essays. The research data were analyzed using the one-way MANOVA technique. The results of the research show that: (1) there is an influence of the guided inquiry learning model on students' mathematical critical thinking abilities; (2) there is an influence of the guided inquiry learning model on students' mathematical creative thinking abilities; and (3) there is an influence of the guided inquiry learning model simultaneously on students' critical thinking and creative mathematical thinking abilities. Keywords: Guided Inquiry, Critical Thinking, Creative Thinking, Mathematics. Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa. Masalah penelitin ini difokuskan pada pengaruh penerapan media berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa dibandingkan dengan penerapan model pembelajaran langsung. Penelitian dilakukan pada siswa kelas IV SD Negeri 010015 Sei Serindan, dengan sampel penelitian sebanyak 2 kelas yang ditentukan dengan teknik cluster random sampling. Intrumen penelitian tes kemampuan berpikir kritis dan berpikir kreatif matematis siswa dalam bentuk uraian (essai). Data hasil penelitian dianalisis dengan menggunakan teknik MANOVA satu jalur. Hasil penelitian disimpulkan bahwa: (1) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis matematis siswa; (2) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kreatif matematis siswa; dan (3) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing secara simultan terhadap kemampuan berpikir kritis dan berpikir kreatif matematis siswa. Kata Kunci: Media, Inkuiri Terbimbing, Berpikir Kritis, Berpikir Kreatif, Matematika

This study aims to determine the effect of learning models and critical thinking skills on student entrepreneurial learning outcomes. This study is an experimental study with a population of 83 students in 11th OTKP 7 Vocational School Medan. Research samples from OTKP 10Th grade were 41 students and from OTKP 2 class were 42 students and selected by total sampling technique divided into 2 groups that were taught with the Problem Based Learning model and the Inquiry Learning model. The research method uses quasi-experimental (Quasi Experiment) with 2 x 2 factorial design. The technique analysis data used is two-way ANAVA at a significant level = 0.05. after normality and homogeneity were tested, continued with Scheffe further tests. Hypothesis testing results obtained (1) there is a difference in the average value of entrepreneurship between students who are taught with the Problem Based Learning model (77.68) with students who are taught with Inquiry learning models (72.87) with Fcount (7.53)> Ftable (3,96), (2) there are differences in the average value of entrepreneurial learning outcomes of students who have high critical thinking skills (79.35) higher than the average value of entrepreneurial learning outcomes that have low critical thinking abilities (71.66 ) with Fcount (17.16)> Ftable (3.96).

The purpose of this study was to determine whether the use of the guided inquiry learning model with the Phet virtual experiment method had more effect on the critical thinking skills of students at SMA N 1 Kalasan compared to conventional learning models. This type of research is a quasi-experimental using an experimental class that uses a guided inquiry learning model and a control class that uses a conventional learning model. Data was collected by conducting pretest and posttest on students' critical thinking skills in both classes. Data analysis was performed using MANOVA analysis. The results showed that the use of the guided inquiry learning model with the Phet virtual experiment method had more effect on students' critical thinking skills than the use of conventional learning models. Keywords: Guided Inquiry, Virtual Phet, Critical Thinking

Critical discourse analysis and critical thinking: An experimental study in an EFL context

This study aims to determine whether there is the influence of ARIAS model based on Two Stay Two Stray model to critical thinking ability mathematically. This research is Quasi-Experimental Design research. Hypothesis testing using variance analysis of two different cell roads Based on the test of cell variance analysis is not the same obtained that there is influence of ARIAS model based on Two Stay Two Stray to critical mathematical thinking ability and there is influence of cognitive style to critical thinking skill mathematically, where student with treatment of learning using integrated learning model ARIAS TSTS learning model on the ability of critical thinking is better than students with learning treatment using lecture methods in terms of each student's cognitive style. The students' mathematical critical thinking ability with independent field cognitive style is better than students with cognitive field dependent style. There is no interaction between learning and cognitive styles to critical mathematical thinking skills.