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Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Jurnal Pendidikan IPA Indonesia · Vol. 9 No. 1 (2020) · pp. 97–105

DOI
10.15294/jpii.v9i1.21884
ISSN
2089-4392, 2339-1286
Published
2020-03-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

Keywords

Collaboration network of the authors

16 authors · 45 co-authorship links · 31 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Pakuan University
  • Indonesia University of Education
  • The University of Kitakyushu
  • National Research and Innovation Agency
  • Shizuoka University
  • Hiroshima University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Bibin RubiniPakuan University3
Annisa NurramadhaniPakuan University2
Anna PermanasariIndonesia University of Education2
Didit ArdiantoPakuan University2
Anna PermanasariPakuan University1
Toru MatsumotoThe University of Kitakyushu1
Ida HamidahIndonesia University of Education1
Deni HadianaNational Research and Innovation Agency1
Irma Rahma SuwarmaIndonesia University of Education1
Yoshisuke KumanoShizuoka University1
Arif HidayatHiroshima University1
Irvan PermanaPakuan University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning</dc:title>
	<dc:creator>Pursitasari, I. D.</dc:creator>
	<dc:creator>Suhardi, E.</dc:creator>
	<dc:creator>Putra, A. P.</dc:creator>
	<dc:creator>Rachman, I.</dc:creator>
	<dc:subject xml:lang="en-US">context science; critical thinking; inquiry learning</dc:subject>
	<dc:description xml:lang="en-US">This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">Directorate of Research and Community Service (DRPM) Director General of Research and Development Strengthening the Ministry of Research</dc:contributor>
	<dc:date>2020-03-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/21884</dc:identifier>
	<dc:identifier>10.15294/jpii.v9i1.21884</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 9, No 1 (2020): March 2020; 97-105</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/21884/10160</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/21884/5337</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Jurnal Pendidikan IPA Indonesia</dc:rights>
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