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首页> 外文会议>International Conference on Science, Mathematics, Environment, and Education >Process Oriented Guided Inquiry Learning to Increase Student's Critical Thinking Ability on Chemistry Learning at Islamic High School in Cirebon
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Process Oriented Guided Inquiry Learning to Increase Student's Critical Thinking Ability on Chemistry Learning at Islamic High School in Cirebon

机译：进程导向指导查询学习，提高学生在伊斯兰高中学习的批判性思维能力

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This study investigated the effect of the implementation of Process Oriented Guided Inquiry Learning (POGIL) teaching model on students' critical thinking ability. One 11th-grade IPA class from Islamic High School in Cirebon student was employed in this study. The students were divided and distributed randomly to the control and the experimental groups. Pre-test and post-test data were used as a matrix estimation for enhancement of cognitive learning outcomes and critical thinking ability student by using N-Gain calculations. In addition, post-test data were also used to determine the effect of POGIL models on students' critical thinking ability through t-test. The results showed that post-test and N-gain mean values of students' cognitive learning outcomes and critical thinking ability in the classroom with POGIL model are better than those in the class with conventional learning. A ttest indicated that there is an effect of POGIL toward the cognitive learning result and students' critical thinking ability, where tcount > t-table. The result of the critical thinking ability enhancement showed the 'High' criteria of improvement in five aspects of critical thinking namely providing a simple explanation, building basic skills, concluding, giving a further explanation, organizing strategy and tactic. The highest enhancement was obtained in the developing basic skills with N-Gain values of 0.74. The percentages of the improvement of cognitive and critical thinking ability because of POGIL implementation were 28.64% and 27.43% respectively. This result showed that the learning models of POGIL had a significant effect on students' critical thinking ability and cognitive improvement.
机译：本研究调查了实施过程导向指导查询学习（Pogil）教学模式对学生批判性思维能力的影响。在本研究中聘请了来自Cirebon学生伊斯兰高中的11年级IPA课程。将学生分开并随机分发到控制和实验组。预测试和后测试数据被用作通过使用N-GAIN计算来增强认知学习结果和关键思维能力的矩阵估计。此外，测试后数据也用于通过T检验确定Pogil模型对学生批判性思维能力的影响。结果表明，在与传统学习中，学生认知学习结果和课堂上课堂上的临界思维能力的测试后和N-GAIN平均值优于常规学习中的课堂。 TTEST表示Pogil对认知学习结果的影响和学生的批判性能力，其中TCount> T-Table。关键思维能力增强的结果表明，批判思维的五个方面的改进的“高”标准即提供了一个简单的解释，建立基本技能，结论，提供了进一步的解释，组织战略和策略。在发展基本技能中获得最高的增强，N-GAIN值为0.74。由于尖峰实施而改善认知和关键思维能力的百分比分别为28.64％和27.43％。这一结果表明，Pogil的学习模型对学生的批判性思维能力和认知改善具有显着影响。

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