Last modified: 2019-10-13
Abstract
ABSTRACT
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Learning with inquiry means encouraged students to use research procedures to identify problems. Science learning needs to provide students with information processing skills, critical thinking skills and communication needed by a globally competitive world. Learning is directed to train students to think analytically rather than mechanistic thinking (routine only by listening and memorizing only, but the current condition of students looks passive during teaching and learning activities take place, especially in material which in learning requires many students to think and reason concretely and abstractly. One alternative to overcome this problem is to use multi-representational based inquiry learning to help students develop thinking skills. So the importance of using representation is so that students can understand the concepts and principles of physics not only in being able to solve mathematical problems, but can solve problems in the form of verbal, graphic, and image.
This study aims to analyze the effectiveness of multi-representation based inquiry learning models to train critical thinking skills in high school physics students. The design in this study was One-group Pre-test and Post-test. The subjects of this study were 30 students of the X-MIPA grade of Kemala Bhayangkari 1 Senior High School in Surabaya. Method of data collection that used in this research is tests, and questionnaire methods. The instruments used included the results of learning tests as many as 6 essay questions. The effectiveness of learning is evaluated through the N-gain value, with the N-gain value averaging 0.75 with a high category. The test results of the student learning outcomes pre-test and posttest are listed in Table 1 below:
Table 1. Pre-test and Post-test Data Critical Thinking Skills of Students
Initial of Student
Pre-test
Post-tes
N-Gain
Initial of Student
Pre-test
Post-tes
N-Gain
S1
41.7
80.0
0.71
S16
25.0
80.0
0.78
S2
50.0
83.3
0.67
S17
25.0
80.0
0.78
S3
50.0
83.3
0.67
S18
16.7
83.3
0.80
S4
41.7
80.0
0.71
S19
33.3
91.7
0.75
S5
25.0
76.7
0.78
S20
25.0
83.3
0.78
S6
58.3
80.0
0.60
S21
25.0
80.0
0.78
S7
41.7
80.0
0.71
S22
33.3
80.0
0.75
S8
41.7
76.7
0.71
S23
16.7
83.3
0.80
S9
25.0
83.3
0.78
S24
8.3
85.0
0.64
S10
58.3
83.3
0.60
S25
41.7
83.3
0.71
S11
25.0
91.7
0.89
S26
16.7
80.0
0.80
S12
16.7
80.0
0.80
S27
25.0
83.3
0.78
S13
41.7
83.3
0.71
S28
33.3
91.7
0.88
S14
16.7
80.0
0.80
S29
25.0
83.3
0.78
S15
25.0
83.3
0.78
S30
25.0
91.7
0.89
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The minimum value standard (>75) with the average value of students is 86.69. Student’s responses to learning by using a multi-representation based inquiry model with seven questions can be illustrated in the graph below
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Graph 1. Student Response
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Viewed from the graph overall, student response to study by using the multi-representation based inquiry learning models was average positive response of students is 87.6% and the negative response is 12.4%. Based on the results of effectiveness, the multi-representation based inquiry learning model can be used to train students' critical thinking skills in high school physics lessons.