The Validity and Effectiveness of the Ethnoscience-Loaded Inquiry Learning Model to Improve Students’ Critical Thinking Skills

DOI

10.2991/978-2-38476-152-4_189How to use a DOI?

Keywords

Ethnoscience; Inquiry Learning; Critical Thinking; Validity; effectiveness

Abstract

It’s essential to establish a robust pedagogical framework to foster students with strong critical thinking skills. Current research is focused on creating an ethnoscience-loaded inquiry learning model to improve students’ critical thinking skills, then authenticate the content and construct aspects while also evaluating its efficacy. This study aims to assess the validity and effectiveness of the ethnoscience-loaded inquiry learning model in improving students’ critical thinking skills. This study was part of the research and development phase. The conceptual framework of the learning model was designed based on theoretical and empirical studies supporting the model. The learning model was then validated by five experts in terms of content and construct. The results indicated the learning model was highly valid in both aspects. Furthermore, the effectiveness of the learning model was tested through an experimental study using a one-group pre-post test design. In its implementation in the classroom, the ethnoscience-loaded inquiry learning model was delivered through a distance learning system in an e-learning platform. The study involves 27 students as participants. Essay tests were used as instruments to collect data on students’ critical thinking skills. Descriptive analysis results show that the ethnoscience-loaded inquiry learning model can enhance students’ critical thinking skills from a low level to a very high level. Statistical analysis strengthens the finding that there was a significant difference in students’ critical thinking scores between the pre- and post-tests after implementing the learning model. These results indicate the ethnoscience-loaded inquiry learning model is effective in improving students’ critical thinking skills.

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  - Saiful Prayogi
AU  - Sukainil Ahzan
AU  - Indriaturrahmi
AU  - Joni Rokhmat
PY  - 2023
DA  - 2023/12/19
TI  - The Validity and Effectiveness of the Ethnoscience-Loaded Inquiry Learning Model to Improve Students’ Critical Thinking Skills
BT  - Proceedings of the International Joint Conference on Arts and Humanities 2023 (IJCAH 2023)
PB  - Atlantis Press
SP  - 1877
EP  - 1885
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-152-4_189
DO  - 10.2991/978-2-38476-152-4_189
ID  - Prayogi2023
ER  -