Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era
Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study ai.
- Pub. date: October 15, 2021
- Pages: 2003-2015
- 718 Downloads
- 650 Views
- 3 Citations
Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.
Keywords: Coronavirus disease, critical thinking skills, teaching model, VC2T.
References
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3
Cheong, C., Coldwell Neilson, J., Luo, T., & MacCallum, K. (2019). COVID-19 and IT education: Introduction to the special series. Journal of Information Technology Education: Research, 19, 725–729. https://doi.org/10.28945/4654
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge. https://doi.org/10.4324/9780203029053
Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a
Facione, P. A. (2015). Critical thinking: what it is and why it counts insight reasoning skills and mindset measures for various professional groups view project critical thinking, decision making, and problem solving view project. Measured Reasons LLC
Fitarahmawati, & Suhartini. (2021). Empowering critical thinking and problem-solving skills during pandemic through contextual distance-learning in biology. Advances in Social Science, Education, and Humanities Research, 541, 39–47. https://doi.org/10.2991/assehr.k.210326.006
Friesen, S., & Scott, D. (2013). Inquiry-based learning literature review inquiry-based learning: a review of the research literature. Galileo. https://galileo.org/focus-on-inquiry-lit-review.pdf
Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Indonesian Journal of Science Education/ Jurnal Pendidikan IPA Indonesia, 5(2), 209–215.
Halpern, D. F. (2014). Thought and knowledge an introduction to critical thinking (5th ed.). Psychology Press.
Harahap, F., Nasution, N. E. A., & Manurung, B. (2019). The effect of blended learning on student’s learning achievement and science process skills in plant tissue culture course. International Journal of Instruction, 12(1), 521–538. https://doi.org/10.29333/iji.2019.12134a
Husamah. (2015). Thinking skills for environmental sustainability perspective of new students of biology education department through blended project based learning model. Indonesian Journal of Science Education/ Jurnal Pendidikan IPA Indonesia, 4(2), 110–119.
Jeffrey, L., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: how teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121–140. https://doi.org/10.28945/1968
Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the covid-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803–832. https://doi.org/10.28945/4626
Marsh, D. (2012). Blended learning creating learning opportunities for language learners. Cambridge University Press
Mokiwa, H. O., & Nkopodi, N. (2014). Inquiry-based teaching in physical science: teachers’ instructional practices and conceptions. Mediterranean Journal of Social Sciences, 5(23), 1074–1082. https://doi.org/10.5901/mjss.2014.v5n23p1074
Motlan, Sinulinggga, K., & Siagian, H. (2016). Inquiry and blended learning based learning material development for improving student achievement on general physics I of mathematics and natural science of State University of Medan. Journal of Education and Practice, 7(28), 171–176.
National Education Association. (2012). Preparing 21st century students for a global society great public schools for every student. https://bit.ly/3tDv0tg
Organisation for Economic Co-operation and Development. (2019). PISA 2018 results: Vol. I. https://bit.ly/3EktjWD
Prayogi, S., Yuanita, L., & Wasis, L. (2018). Critical inquiry based learning: a model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education, 15(1), 43–56.
Taruh, E. T., Abbas, N., & Umar, M. K. (2019). The influence of blended learning-based guided inquiry learning model and self efficacy on students’ scientific literacy. European Journal of Education Studies, 6(6), 137-150. https://doi.org/10.5281/zenodo.3445474
Thaiposri, P., & Wannapiroon, P. (2015). Enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing. Procedia - Social and Behavioral Sciences, 174, 2137–2144. https://doi.org/10.1016/j.sbspro.2015.02.013
Van den Akker, J., Bannan, B., Kelly, A. E., Nieveen, N., & Plomp, T. (2013). Educational design research. In T. Plomp & N. Nieveen (Eds.), Educational design research – part a: an introduction (pp. 1-205). Netherlands Institute for Curriculum Development (SLO). http://doi.org/10.1007/978-1-4614-3185-5_11
Wahyuni, S., Erman, Sudikan, S. Y., & Jatmiko, B. (2020). Edmodo-based interactive teaching materials as an alternative media for science learning to improve critical thinking skills of junior high school students. International Journal of Interactive Mobile Technologies, 14(9), 166–181. https://doi.org/10.3991/ijim.v14i09.13041
Williams, P. J., Nguyen, N., & Mangan, J. (2017). Using technology to support science inquiry learning. Journal of Technology and Science Education, 7(1), 26–57. https://doi.org/10.3926/jotse.234
Zain, A. R., & Jumadi. (2018). Effectiveness of guided inquiry based on blended learning in physics instruction to improve critical thinking skills of the senior high school student. Journal of Physics: Conference Series, 1097, 1-6. https://doi.org/10.1088/1742-6596/1097/1/012015