The Validity of the Sustainability Based Argument-Driven Inquiry to Improve Students’ Critical Thinking Skills
Abstract
The sustainability based argument-driven inquiry learning model is designed to improve students' critical thinking skills. The sustainability based argument-driven inquiry learning model as an effort in the education to prepare human resources ready to support the Sustainable Development Goals (SDGs). This study aimed to investigate the validity of the sustainability based argument-driven inquiry learning model to improve students' critical thinking skills. Validation is carried out with the stages of discussion, revision, and then filling out the validation sheet by experts. The results of the content obtained a score of 3.52 or included in the very valid category, and the construct validity obtained an average score of 3.67 or included in the very valid category. The validation results show that the lesson plan scored 72 out of 80 or 90% and is in the very valid category. The results of expert validation of the student worksheets obtained 55 out of 60 (92%) and were included in the very valid category. The results of expert validation of the assessment instrument show that the twelve questions are included in the valid category, and three questions are included in the very valid category.
Keywords
Full Text:
PDFReferences
Achmad, A. (2007). Memahami berpikir kritis. Online on www. pendidikan. network. com [accessed on 17 January 2015].
Akbar, S. D. (2013). Instrumen Perangkat Perangkat Pembelajaran. Bandung: PT. Remaja Rosdakarya Offset.
Andersson, P. (2021). Quality in validation from a Nordic perspective. European Journal of Education, 56(3), 380-390.
Anggareni, N. W., Ristiati, N. P., & Widiyanti, N. L. P. M. (2013). Implementasi strategi pembelajaran inkuiri terhadap kemampuan berpikir kritis dan pemahaman konsep IPA siswa SMP. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 3(1).
Australian Research Institute in Education for Sustainability (ARIES). (2009). Education for sustainability: The role of education in engaging and equipping people for change
Badan Penelitian dan Pengembangan Pendidikan Nasional. (2010). Model Pendidikan untuk Pembangunan Berkelanjutan (Education for Sustainable Development/ESD) melalui Kegiatan Intrakurikuler. Jakarta: Pusat Penelitian Kebijakan, Balitbang, Kemdiknas
Burden, H., & Sprei, F. (2020). Teaching sustainable development through entrepreneurial experiences. International Journal of Sustainability in Higher Education.
Çetin, P. S., & Eymur, G. (2017). Developing students’ scientific writing and presentation skills through argument driven inquiry: an exploratory study. Journal of Chemical Education, 94(7), 837-843.
Demirci, S., Şahin, E., Teksöz, G., & Marcinkowski, T. J. Pre-Service Teachers’ Beliefs on Human Population Growth in the Context of Education for Sustainable Development: Development and Validation of an Instrument. Journal of Teacher Education for Sustainability, 23(2), 121-142.
Emas, R. (2015). The concept of sustainable development: definition and defining principles. Brief for GSDR
Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. University of Illinois, 2(4), 1-8.
Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research, 27(9), 1343-1359.
García-Rico, L., Martínez-Muñoz, L. F., Santos-Pastor, M. L., & Chiva-Bartoll, O. (2021). Service-learning in physical education teacher education: A pedagogical model towards sustainable development goals. International Journal of Sustainability in Higher Education.
Germaine, R., Richards, J., Koeller, M., & Schubert-Irastorza, C. (2016). Purposeful use of 21st century skills in higher education. Journal of Research in Innovative Teaching, 9(1).
Khoiri, N., Huda, C., & Wiyanto, W. (2020). Building Cognitive and Affective Learning Outcomes on the Concept of Linear Motion through Ticker Timer Experiment Using Problem Based Learning. Jurnal Penelitian dan Pembelajaran IPA, 6(2), 268-282.
Koskela, T., & Kärkkäinen, S. (2021). Student Teachers' Change Agency in Education for Sustainable Development. Journal of Teacher Education for Sustainability, 23(1), 84-98.
Makhrus, M., Harjono, A., Syukur, A., Bahri, S., & Muntari, M. (2018). Identifikasi Kesiapan LKPD Guru Terhadap Keterampilan Abad 21 Pada Pembelajaran IPA SMP. Jurnal ilmiah profesi pendidikan, 3(2).
Moschen, S. A., Macke, J., Bebber, S., & da Silva, M. B. C. (2019). Sustainable development of communities: ISO 37120 and UN goals. International Journal of Sustainability in Higher Education.
Renjani, M. K. D., Susilawati, S., & Khoiri, N. (2018). Deskripsi Kemampuan Berpikir Kritis Siswa SMA melalui Model Pembelajaran CLIS (Children Learning in Science) Berbantuan LKS pada Materi Elastisitas dan Hukum Hooke. Jurnal Penelitian Pembelajaran Fisika, 9(1), 21-27.
Salsabila, E. R., Wijaya, A. F. C., & Winarno, N. (2019). Improving Students' Sustainability Awareness through Argument-Driven Inquiry. Journal of Science Learning, 2(2), 58-64.
Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217-257.
Sass, W., Pauw, J. B. D., Maeyer, S. D., & Petegem, P. V. (2021). Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: the action competence in sustainable development questionnaire (ACiSD-Q). Environmental Education Research, 27(9), 1284-1304.
Septiningrum, D., Khasanah, N., & Khoiri, N. (2021). Pengembangan Bahan Ajar Biologi Materi Virus Berbasis SocioScientific Issues (SSI) untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Phenomenon: Jurnal Pendidikan MIPA, 11(1), 87-104.
Setyorini, W., & Dwijananti, P. (2014). Pengembangan LKS fisika terintegrasi karakter berbasis pendekatan CTL untuk meningkatkan hasil belajar. UPEJ Unnes Physics Education Journal, 3(3).
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand. Asia-Pacific Science Education, 5(1), 1-22.
Sugandi, K. (2021). Profil Kemampuan Berpikir Kritis Mata Pelajaran IPA Pada Siswa Kelas VIII SMP Negeri 3 Taman Tahun Pelajaran 2019/2020. Jurnal Penelitian Pembelajaran Fisika, 12(1), 78-82.
Sukmadinata, N. S. (2010). Metode penelitian pendidikan bandung. Remaja rosdakarya.
Usmeldi, U. (2019, February). The effect of project-based learning and creativity on the students’ competence at vocational high schools. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) (pp. 14-17). Atlantis Press.
Verhelst, D., Vanhoof, J., & Van Petegem, P. (2022). Development and validation of the education for sustainable development school organisation questionnaire. Environmental Education Research, 28(2), 241-259.
Wildan, W., Hakim, A., Siahaan, J., & Anwar, Y. A. S. (2019). A Stepwise Inquiry Approach to Improving Communication Skills and Scientific Attitudes on a Biochemistry Course. International Journal of Instruction, 12(4), 407-422.
Xhomara, N. (2022). Critical thinking: student-centred teaching approach and personalised learning, as well as previous education achievements, contribute to critical thinking skills of students. International Journal of Learning and Change, 14(1), 101-120
DOI: http://dx.doi.org/10.30870/gpi.v3i1.15115
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Gagasan Pendidikan Indonesia
This work is licensed under a Creative Commons Attribution 4.0 International License.