Empowering Scientific Thinking Skills of Students with Different Scientific Activity Types through Guided Inquiry
Seto Prio Asmoro, Post-Graduates Programme of Science Education, Sebelas Maret University, Indonesia, setowannabe@gmail.com, Suciati Suciati, Baskoro Adi Prayitno, Prof., corresponding author, Post-Graduates Programme of Science Education, Sebelas Maret University, Indonesia, suciati.sudarisman@yahoo.com, Dr., Post-Graduates Programme of Science Education, Sebelas Maret University, Indonesia, baskoro_ap@fkip.uns.ac.id
2021
International Journal of Instruction
Students' scientific thinking skills can be empowered by implementing certain learning models in which they are given opportunities to perform some scientific activities. This study aims at investigating: (1) effect of guided inquiry learning model on scientific thinking skills; (2) effect of different types of scientific activities on scientific thinking skills; and (3) interaction between learning model and type of scientific activities on scientific thinking skills. Design of this research
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... using Pre-Post test non equivalent group. The tests were based on Kuhn's scientific thinking skill indicators. There were 263 eleventh-grade science students in Pacitan, Indonesia, chosen as participants. Purposive sampling technique was used to determine its samples. The data were analysed by using ANCOVA (p = 0.05%) and LSD. The results of the study show that: (1) The guided inquiry had a highest potential to improve the students' scientific thinking skills; (2) The students with 'Type a' had a highest scientific thinking skill; (3) when the guided inquiry was implemented to the students with 'Type a', it gave a significant improvement to their scientific thinking skills. Based on this result, we should concern that the successful implementation of the guided inquiry is closely related to the students' scientific activity type. every use of information technology wisely so as to utilise technology to compensate for the fast changing times optimally. In order to optimise students' skills in selecting information and communication technology in society, one of the efforts is by practicing students' scientific thinking abilities (Thitima and Sumalee, 2012). Therefore, empowering students' scientific thinking abilities is very important in the present time learning. Scientific thinking skill much deals with the way to observe, record, describe, question, explain, and draw a conclusion (Lackaff, 2013) . This is in line with the statement of Kuhn (2010), who stated that scientific thinking is a process of searching for knowledge that includes what is shown up in mind with purpose. Its purpose is to enhance knowledge. Hendrich et al. (2018) added that students define scientific thinking like what happens in a laboratory, not as something that has value to solve the problem in daily life.
doi:10.29333/iji.2021.14156a
fatcat:dz3nk6w72bedja6vk3osdxgzy4
