Optimalkan Pembelajaran Biologi: Peran Interaksi Keterampilan Berpikir Kritis dan Argumentasi terhadap Self Efficacy Mahasiswa
Abstract
Critical thinking and argumentation skills play an important role in influencing students' level of self-efficacy in the biology learning process. The research approach used in this study is a quantitative method with a 2 x 2 factorial design. Data were analyzed using SPSS software to present descriptive statistics of critical thinking skills with arguments on self-efficacy, as well as testing the inter-subject effects of critical thinking skills with arguments on self-efficacy. The research results indicate that there is a significant difference between critical thinking skills and argumentation in influencing the level of self-efficacy. Therefore, it can be concluded that the null hypothesis (Ho) which states that there is no interaction between critical thinking skills and argumentation in influencing self-efficacy, is rejected. The research conclusion confirms that there is a significant interaction between critical thinking skills and argumentation in influencing self-efficacy. This interaction follows an ordinal relationship pattern which is depicted almost at the intersection of the lines between the high and low groups, indicating the influence of critical thinking skills and argumentation on self-efficacy.
Downloads
References
Ames, K. (2016). Distance Education and „Discovery Learning‟ in First-year Journalism: A Case in Subject Improvement. Asia Pacific Media Educator, 26(2), 214–225. https://doi.org/10.1177/1326365X16669196.
Antonova, S., Pletyago, T., & Ostapenko, A. (2020). Fostering critical thinking skills in European and Asian higher education institutions. MIER Journal of Educational Studies Trends and Practices, 138-150.
Bailin, S., & Siegel, H. (2003). Critical thinking. International encyclopedia of education, 3, 243-248.
Bamiro, A. O. (2015). Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students‟ Achievement in Chemistry. SAGE Open, 5(1), 215824401456475. https://doi.org/10.1177/215824401456475.
Chusni, M. M., Saputro, S., Suranto, S., & Rahardjo, S. B. (2020). Review of critical thinking skill in indonesia: Preparation of the 21st century learner. Journal of Critical Reviews, 7(9), 1230-35.
Diniya, D., Ilhami, A., Mahartika, I., & Prakash, O. (2021). Kemampuan argumentasi ilmiah calon guru ipa melalui pendekatan mikir selama pandemi covid-19. Journal of natural science and integration, 4(1), 141-148.Ennis, R. H. (2011). Critical thinking: Reflection and perspective Part I. Inquiry: Critical Thinking Across the Disciplines, 26(2), 5-18.
Erduran, S. (2018). Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education. Cultural Studies of Science Education, 13(4), 1091-1099.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and EvaluateResearch in Education. New York: The McGraw-Hill Companies, Inc.
Fung, D. C., & Liang, T. W. (2019). Fostering critical thinking through collaborative group work. Springer.
Gay, L. R., Mills, G. E., and Airasian, P. W., (2016). Educational Research; Competencies for analysis and application, 11th edition, Boston: Pearson.
Ginanjar, W. S., Utari, S., & Muslim, M. (2015). Penerapan model argument-driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran MIPA, 20(1), 32-37.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.
Haruna, A., & Nahadi, N. (2021). Menjelajahi Hubungan Level Argumentasi Dengan Kemampuan Berfikir Kritis Siswa Dalam Menyelesaikan Soal Ikatan Kimia. Jurnal Inovasi Pendidikan Kimia, 15(1), 2686-2694.
Kerlinger, F. N. (2000). Foundation of behavioral research (4th Ed). New York: Holt,Rinehart & Winston.
Kerlinger. (2006). Asas–Asas Penelitian Behaviour, Edisi 3, Cetakan 7. Yogyakarta: Gadjah Mada University Press.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6, 40-41.
Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan model argument-driven inquiry (ADI) dalam meningkatkan kemampuan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X SMA Negeri 1 Ciawigebang. Jurnal Pendidikan dan Biologi, 9(2), 39-45.
Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 2-7.
Rahman, A., Diantoro, M., & Yuliati, L. (2018). Kemampuan argumentasi ilmiah siswa pada hukum Newton di sekolah menengah atas. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(7), 903-911.
Robertshaw, B., & Campbell, T. (2013). Constructing arguments: Investigating pre-service science teachers' argumentation skills in a socio-scientific context. Science Education International, 24(2), 195-211.
Roviati, E., & Widodo, A. (2019). Kontribusi Argumentasi Ilmiah dalam Pengembangan Keterampilan Berpikir Kritis. Titian Ilmu: Jurnal Ilmiah Multi Sciences, 11(2), 50-66. doi: 10.30599/jti.v11i2.454.
Rusdi M. (2020). Penelitian Perlakuan Kependidikan (Educational Treatment-Based Research) (1 ed.). Depok: PT Rajagrafindo Persada.
Wahdan, W. Z., Sulistina, O., & Sukarianingsih, D. (2017). Analisis kemampuan berargumentasi ilmiah materi ikatan kimia peserta didik SMA, MAN, dan perguruan tinggi tingkat I. J-PEK (Jurnal Pembelajaran Kimia), 2(2), 30-40.
Widiyono, A., Irfana, S., & Firdausia, K. (2021). Implementasi merdeka belajar melalui kampus mengajar perintis di sekolah dasar. Metodik Didaktik: Jurnal Pendidikan Ke-Sd-An, 16(2).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
2.png)
