Students' Critical Thinking Ability through Guided

Inquiry-based Digital Student Worksheet

Ade Yeti Nuryantini, Fitri Sulastri and Ea Cahya Septia Mahen

Program Studi Pendidikan Fisika UIN Sunan Gunung Djati Bandung

Jalan A.H. Nasution No 105 Bandung Jawa Barat Indonesia

Keywords: Digital student worksheet, guided inquiry, critical thinking ability, sound wave.

Abstract: The 21st century science learning requires students to be proficient in technology. Students are required to

have various skills such as creative thinking, innovative thinking, critical thinking, and problem solving. In

reality, students' critical thinking skills are still lacking and teachers have not utilized teaching materials in

the form of digital student worksheet to train the students. This guided inquiry-based digital student

worksheet development research aims to find out the implementation of the learning process using digital

student worksheet, and the improvement of students' critical thinking skills on sound wave material after

using guided inquiry-based digital student worksheet. The method used is a development research with

ADDIE (Analysis, Design, Development, Implementation, Evaluation) models. The product research

subjects were 33 students. The results of the study are the implementation of the learning process using

guided inquiry-based digital student worksheet is in the very good category, and the usage of guided

inquiry-based digital student worksheet on sound wave material can improve students' critical thinking

skills with a moderate increase in average.

1 INTRODUCTION

Various efforts continue to be made to improve the

quality of education in Indonesia, especially in the

field of science, in order to produce the scientific

skills potential of students, who are able to advance

Indonesia. The demand of science learning in the

21st century is to prepare students with various skills

and abilities such as creative , innovative and critical

thinking, and problem solving (Zubaidah, 2016).

Along with the development of the times, the

development of science and technology in the 21st

century is growing rapidly. An increasingly

sophisticated technology can be used to support the

learning process. Some familiar information and

communication technologies (ICTs) are mobile

phones and laptops. Smartphones and laptops are

useful for finding and accessing various information

needed by students.

The results of interviews with physics teachers

and students in high schools revealed that the

method most often used by teachers in learning

process was the lecture method. Teachers are the

more active one in each learning process so that the

learning is considered as teacher-centered learning.

This results in students being less active in learning

process such as being less active in asking questions.

According to the teacher's explanation, active

students tend to ask repeated and similar questions

eventhough asking activity is one of the things that

can train students' critical thinking skills (Ningsih &

Bambang, 2012). Therefore, it can be concluded that

students' critical thinking skills are still insufficient.

The results of interviews regarding the use of

teaching materials such as student worksheet also

have not been oriented towards achieving students'

critical thinking skills. Consequently, it is necessary

to develop student worksheet in order to train

students' critical thinking skills. Student worksheet

is developed in the form of digital in order to utilize

ICT in the learning process because schools already

have computer laboratory that can be used in physics

learning. Most students also own a laptop.

Student worksheet is sheets containing a series of

activities that must be carried out by students

(Prastowo, 2011, p. 203). Student worksheet has

several functions: (1) to increase student activity, (2)

to make it easier for students to understand the

material. (3) as teaching material for students to

practice, (4) to facilitate the teacher in carrying out

572

Nuryantini, A., Sulastri, F. and Septia Mahen, E.

Students’ Critical Thinking Ability through Guided Inquiry-based Digital Student Worksheet.

DOI: 10.5220/0010024700002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 572-576

ISBN: 978-989-758-515-9

the teaching materials (Prastowo, 2011, pp. 205–

206)

In this study, the developed student worksheet

followed the guided inquiry learning stage. The

guided inquiry stage consists of orientation, problem

formulation, proposing hypotheses, collecting data,

testing hypotheses, and making conclusions (Putra,

2013, pp. 101–104). The results of previous studies

reveals that inquiry-based learning can help students

understand scientific concepts (Apedoe, Walker, &

Reeves, 2006, p. 419)

Inquiry is a learning process that maximally

involves all students' abilities to search and

investigate systematically, critically, and logically so

that students are able to find their own knowledge,

attitudes, and skills as a form of behavior change

(Hanafiah & Suhana, 2009, p. 77). Hence, the

teacher must be proficient in creating learning

processes that maximally involve the ability of

students.

Inquiry-based learning builds new knowledge by

planning investigations based on previous learners'

knowledge, investigating and drawing conclusions

based on data (Lehtinen, 2017). The benefits of

inquiry activities are: (1) making fun activities in

learning the basics of physics, (2) increasing

motivation to find different natural phenomena, (3)

creating a positive attitude towards physics

(Ropeková & Kires, n.d.).

One of inquiry learning levels is guided inquiry.

Guided inquiry learning requires students to play an

active role in the learning process and help students

develop the skills they need (Hale & Mullen, 2009).

In addition, guided inquiry learning is also used to

improve learning, and emphasize attitudes and skills

in addition to knowledge. Students are divided into

several groups to conduct investigation activity

which is designed to help them build their own

knowledge. Learning with guided inquiry also has

the potential for education in computer science

(Kussmaul & College, 2012). Inquiry-based learning

can be used by utilizing ICT (Kellow, n.d.)

Critical thinking questions are used in the guided

inquiry process to guide students in understanding

the concepts learned (Irham, Mawardi, & Oktavia,

2017)

Therefore, this study aims to produce digital

student worksheet which is designed using guided

inquiry stages to improve students' critical thinking

skills in sound waves material in XI grade.

2 RESEARCH METHOD

This study uses development research method with

ADDIE (Analysis, Design, Development,

Implementation and Evaluation) approach developed

by Robert Maribe Branch (Sugiyono, 2017). The

selection of ADDIE model was done because this

model has stages that are easily understood and

implemented to grow the development products

similar to student worksheet. The study was

conducted by analyzing the curriculum used in the

school where the research was conducted, namely

the 2013 2017-revised curriculum and sound wave

material in class XI. After that, a product design was

made in the form of digital student worksheet that

can be used to train students' critical thinking skills.

Then the design was compiled and packaged using

microsoft power point software to produce learning

media that can be applied in physics learning on the

sound waves material. To find out the improvement

of students' critical thinking skills, a pretest was

taken before digital student worksheet was applied

and a posttest was also conducted after the students

were being treated by using the digital student

worksheet. In addition, observations were made

regarding the implementation of the learning process

using digital student worksheet which was assessed

using an observation sheet.

3 RESULTS AND DISCUSSIONS

3.1 Results

3.1.1 Analysis

The results of the analysis of teaching materials in

the form of student worksheet used in schools show

that it has not been oriented to students' critical

thinking skills. In addition, schools also have not

utilized ICT in the learning process.

Analysis related to the material chosen was

sound waves. Material selection is based on previous

research where students experienced misconceptions

related to sound wave material in the form of sound

wave propagation (Hasanah, Tri Anita Nur, Choirul

Huda, 2017). Therefore, the sound wave material

needs to be visualized so that students easily

understand the material.

The curriculum used in the school was the

2013, 2017-revised curriculum. The curriculum

analysis was done by analyzing core competence

(KI/kompetensi inti) and base competence

(KD/kompetensi dasar) on sound wave material that

Students’ Critical Thinking Ability through Guided Inquiry-based Digital Student Worksheet

573

was used as a reference in the development of

guided inquiry-based digital student worksheet.

3.1.2 Design

At this stage the student worksheet framework was

designed using guided inquiry stages, formulating

learning objectives, formulating the material to be

discussed in the first, second, and third meetings as

outlined in a lesson plan. Then the preparation of

research instruments was arranged in the form of

validation sheets to determine the feasibility of

digital student worksheet, observation sheets to

determine the implementation of the learning

process, and tests of critical thinking skills to

determine the improvement of students' critical

thinking skills after using digital student worksheet.

3.1.3 Development

At this stage the media was made based on the

results of previous designs using Microsoft power

point and packaged as interesting as possible by

loading images, animations and videos. After the

digital student worksheet was finished, validation

was carried out by material experts, media experts,

and physics teachers to find out the feasibility of

digital student worksheet. Validation results from

material experts, media and high school physics

teachers are presented in Table 1.

Table 1: Validation results from material expert, media

expert, and physics teacher.

No Ex

erts Score Cate

1. Material 4,00 Ver

2. Media 3,17 Goo

3. Physics Teache

3,80 Very Goo

Average 3,66 Very goo

The results above shows that guided inquiry-

based digital student worksheetthat has been

developed is worthy of use with a very good

category.

3.1.4 Implementation

The fourth stage is implementation. At this stage, the

implementation of digital student worksheet was

carried out on students three times. The results of

student worksheet fulfillment students are presented

in Figure 1.

Figure 1. Graph of digital student worksheet fulfillment.

The average value has increased, so we can see

the achievement of the learning process using guided

inquiry-based digital student worksheet at each

meeting.

Observations regarding the implementation of

the learning process using digital student worksheet

are presented in Table 2.

Table 2: Percentage the learning process implementation.

Meeting Activities

Teache

Students Total

1 80% 80% 80%

2 100% 100% 100%

3 97,5% 92,5% 95%

During the implementation phase, pretest and

posttest were also conducted to determine the

improvement of students' critical thinking skills. The

results of pretest and posttest are presented in Figure

Figure 2. Comparison of students’ pretest and postest

scores.

The results above show that there was an

increase between the pretest and posttest scores.

Increasing students' critical thinking skills is

calculated using n-gain. The results of n-gain

analysis are shown in Table 3.

LKPD1 LKPD2 LKPD3

77,8

79,8

NilaiRata‐Rata

100

120

1 4 7 1013161922252831

Nilai

Peserta Didik

Pretest Posttest

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Table 3: Improvement Interpretation Critical Thinking

Skills.

Notes Pretest Posttest N-Gain

Average 41 65 0,41

Interpreation Moderate

The results of the n-gain analysis of each critical

thinking skills indicator which consists of

formulating a question, identifying conclusions,

finding differences, giving reasons, hypothesizing,

applying concepts, identifying assumptions with

unstated reasons are presented in Table 4

Table 4. N-gain for each critical thinking skills indicator.

Results critical thinking skills indicator

1 2 3 4 5 6 7

Pre 86 64 3 58 61 4 11

Post 95 77 42 70 64 23 52

N-Gain 0,6 0,3 0,4 0,3 0,1 0,2 0,5

3.1.5 Evaluation

The evaluation phase was carried out at each stage.

Researchers make improvements to the digital

critical thinking skills that has been made. The

improvements made are as follows.

Table 5. Evaluation on the digital student worksheet made.

No Input Action

1. The student

worksheet presented

is too rigid

Adding pictures,

animations and

videos so that

student worksheet is

not too ri

2. The scope of the

material is not just a

concept, but must be

mathematical also.

Make improvements

in the form of

adding material and

making a formula

for getting an

equation.

3. In digital student

worksheet, practice

uestions were adde

Adding practice

questions to digital

student worksheet

4. The next and previous

buttons should be

delete

Deleting next and

previous button

3.2 Discussions

3.2.1 Validities’

The validity of guided inquiry-based digital student

worksheet data was obtained from two expert

lecturers (material experts and media experts) and

one high school physics teacher.

Based on table 1, it is obtained the results of

validity by material experts with very good

categories. While the results of validity by media

experts obtained validity with good categories. The

results of validity by high school physics teachers

are also very good.

3.2.2 Implementation

Table 2 shows that the implementation of the

learning process using digital student worksheet at

the first meeting as a whole is 80% in the good

category. In addition, the observer commented on

several stages that were not carried out in the

learning process because researchers were not able

to pay attention to the time and material presented.

Besides, the cause of the lack of maximal use of

time allocation with learning material is that it was

students' first time in using digital student

worksheet, so that the implementation of the

learning process is not optimal.

In the second meeting, the overall

implementation of the learning process using digital

student worksheet was 100% (very good).

At the third meeting, the implementation of the

overall learning process using digital student

worksheet was 95%. Some stages were not carried

out because there was less discussion between one

student and the others.

The results of previous research on the

development of physics student worksheet showed

that the results of the implementation of learning

using student worksheet was quite well so that it can

be said that student worksheet can be used

practically in learning (Nissa & Sukardiyono, 2017).

Other research also found that student worksheet can

accommodate guided inquiry learning steps, namely

orientation, formulating problems, making

hypotheses, conducting experiments, analyzing data,

drawing conclusions, communicating results, and

developing new problems, judging from the learning

achievement which was 100% achieved (Hujatulatif,

Roektiningroem, & Maryanto, 2017).

3.2.3 Improvement of Critical Thinking

Skills

Increased students' critical thinking skills were

analyzed using n-gain. N-gain is 0.41. According to

Hake (1999:1) in (Thohir, Wasis, & WW, 2013) the

score range 0.3 <g <0.7 is in the medium category,

so that the improvement of students' critical thinking

skills based on the research that has been done is in

Students’ Critical Thinking Ability through Guided Inquiry-based Digital Student Worksheet

575

the medium category. It can be concluded that after

applying guided inquiry-based digital student

worksheet there is an increase in students' critical

thinking skills. This is in accordance with the results

of research conducted by previous researchers that

the use of guided inquiry-based student worksheet

can optimize the ability of critical thinking of

students with good categories (Damayanti,

Ngazizah, & Setyadi K, 2013).

The results of n-gain analysis on each indicator

of critical thinking skills presented in Table 4 show

that the lowest n-gain is the indicator hypothesizing,

while the highest n-gain is the indicator focusing on

the question. Based on the results of the students'

answers to the hypothesized indicator, students

experienced a slight misconception in expressing the

hypothesis so that the n-gain indicator of

hypothesizing is the lowest compared to other

indicators. Based on the results of research, students

are difficult to make hypothesis so that they get the

lowest score in hypothesizing, and this is because

students lack of knowledge before learning begins.

They are also not used to independent learning,

whereas students are accustomed to relying on

teachers in learning (Rosnaeni, Muslimin, &

Saehana, 2018).

4 CONCLUSION

Guided inquiry-based digital student worksheet was

developed with the steps of ADDIE (Analysis,

Design, Development, Implementation, Evaluation).

The implementation of guided inquiry-based digital

student worksheet was implemented very well.

There was an increase in students' critical thinking

with moderate category after using guided inquiry-

based digital student worksheet.

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