Fostering Students' Critical Thinking through ADI-SSI Learning Model: A Study in Plant Physiology Learning

Abstrak

Inggris

The Industrial Revolution 4.0 era demands higher education to produce graduates who not only master knowledge but also have critical thinking skills. However, observations of Biology Education students show that the ability to think critically is still low, especially in associating the concept of plant physiology with social and environmental issues. This study aims to analyze the effectiveness of the Argument-Driven Inquiry model integrated with Socio-Scientific Issues (ADI-SSI) in improving students' critical thinking skills in the Plant Physiology course. This study is a quasi-experiment with a non-equivalent pre-test and post-test experimental group design. The research sample is a fourth-semester student of the Biology Education Study Program, University of Bengkulu who was selected based on purposive sampling techniques. Students' critical thinking skills are measured using an instrument test in the form of a description prepared based on FRISCO indicators (focus, reason, inference, situation, clarity, overview). Data were analyzed using ANCOVA's Quade's Rank test, and the magnitude of influence was analyzed using effect size for the F (Eta Squared) test. The results showed a significant difference in students' critical thinking skills between the control class and the experimental class [F(1.68)=76.332; p<0.001] with a large effect size (η²=0.53). The highest increase occurred in the focus, situation, clarity, and overview indicators. These findings show that the integration of scientific inquiry with socioscientific issues is able to stimulate students to think logically, evaluate evidence objectively, and consider social and ethical dimensions in scientific argumentation. The ADI-SSI model has proven to be effective in fostering critical thinking skills while strengthening the relevance of biology learning to global challenges.

Bahasa Indonesia

Era Revolusi Industri 4.0 menuntut pendidikan tinggi untuk menghasilkan lulusan yang tidak hanya menguasai pengetahuan, tetapi juga memiliki keterampilan berpikir kritis. Namun, observasi pada mahasiswa Pendidikan Biologi menunjukkan kemampuan berpikir kritis masih rendah, terutama dalam mengaitkan konsep fisiologi tumbuhan dengan isu sosial dan lingkungan. Penelitian ini bertujuan untuk menganalisis efektivitas model Argument-Driven Inquiry terintegrasi Socio-Scientific Issues (ADI-SSI) dalam meningkatkan keterampilan berpikir kritis mahasiswa pada mata kuliah Fisiologi Tumbuhan. Studi ini merupakan quasi eskperimen dengan non-equivalent pre-test and post-test experimental group design. Sampel penelitian merupakan mahasiswa semester empat Program Studi Pendidikan Biologi Universitas Bengkulu yang dipilih berdasarkan teknik purposive sampling. Keterampilan berpikir kritis mahasiswa diukur menggunakan instrument test berbentuk uraian yang disusun berdasarkan indikator FRISCO (focus, reason, inference, situation, clarity, overview). Data dianalisis menggunakan uji Quade’s Rank ANCOVA dan besarnya pengaruh dianalisis menggunakan effect size untuk uji F (Eta Squared). Hasil menunjukkan adanya perbedaan signifikan keterampilan berpikir kritis siswa antara kelas kontrol dan kelas eksperimen [F(1,68)=76.332; p<0.001] dengan effect size besar (η²=0.53). Peningkatan tertinggi terjadi pada indikator focus, situation, clarity, dan overview. Temuan ini menunjukkan bahwa integrasi penyelidikan ilmiah dengan isu sosiosaintifik mampu menstimulasi mahasiswa untuk berpikir logis, mengevaluasi bukti secara objektif, dan mempertimbangkan dimensi sosial serta etika dalam argumentasi ilmiah. Model ADI-SSI terbukti efektif dalam mengembangkan keterampilan berpikir kritis sekaligus memperkuat relevansi pembelajaran biologi terhadap tantangan global.