Building Critical Thinking Skills Through the ADI Model with STEM and Formative Assessment

DOI

10.2991/978-2-38476-060-2_66How to use a DOI?

Keywords

Argument-Driven Inquiry; STEM; Formative Assessment; Critical Thinking

Abstract

Improving your critical thinking will help you master the concept of shaft materials. Critical thinking skills develop attitudes and perceptions that help create positive classes, recognize the meaning of knowledge, and develop positive thinking skills. However, the ability to think critically in physics class is still low. The purpose of this study is to implement an ADI model, including stem and formative assessment, to improve students’ critical thinking skills. This study used a mixed method approach with embedded design. Data collection took place in three stages: Applies to pre-learning, during (intervention) and post-learning. The study was conducted at SMA Negeri 1, Putussibau, Class XI in even semester 2020/2021. The study subjects for this study were 27 of her students. The tools used are an interview sheet and a critical thinking ability test with a confidence level of 0.614. A qualitative analysis is conducted to see how students think about the concept of sound and light waves, find learning difficulties, and enhance the results of the quantitative analysis. Analyze quantitative data to answer the question of how to improve students’ critical thinking skills before and after learning the ADI model using STEM and formative assessment. Results showed that critical thinking ability increased from a mean score of 13.77 to 34.37 after using her ADI model with STEM and formative assessment. There is a big difference in critical thinking skill scores before and after applying the learning. However, improvement in student critical thinking is still in the low category, with an N-gain of 0.23. Based on the strong categorical effect size value of 15.7, this indicates that the study of students’ critical thinking skills with the ADI model using STEM and formative assessment with online learning during the COVID-19 pandemic can be comprehensively applied. Means The critical thinking indicator with the highest rate of increase is the completed indicator. A recommendation for further research is that the implementation of his ADI model using STEM can be done in a real classroom, in a face-to-face class with an added artistic dimension, and for other physics topics.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Tomy Suganda
AU  - Parno
AU  - Sunaryono
PY  - 2023
DA  - 2023/05/29
TI  - Building Critical Thinking Skills Through the ADI Model with STEM and Formative Assessment
BT  - Proceedings of the  4th International Conference on Progressive Education 2022 (ICOPE 2022)
PB  - Atlantis Press
SP  - 726
EP  - 742
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-060-2_66
DO  - 10.2991/978-2-38476-060-2_66
ID  - Suganda2023
ER  -