View of The effect of learning model inquiry in critical thinking skills course development sociology university students for social education at Islamic University Zainul Hasan Genggong

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A new decade

for social changes

ISSN 2668-7798

Vol. 13, 2020

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**The effect of learning model inquiry in critical thinking skills course development sociology university students for social education at Islamic University Zainul Hasan Genggong**

Aziz, Abd.¹ Winarsih, Nining², Quthny, Aya.³, Rachman, Poppy⁴

1The chancellor of university, Islamic University of Zainul Hasan, Indonesia, ²College of Social Education, Islamic University of Zainul Hasan, Indonesia, ³College of Mazhab Comparison, Islamic University of Zainul Hasan, Indonesia, ⁴College of Islamic Education Management, Islamic University of Zainul Hasan, Indonesia [email protected]

Abstract. Indonesia is the fourth most populous country in the world. Based on projections from the National Development Planning Agency (Bappenas), Indonesia's population in 2018 will reach 265 million people. This number consists of 133.17 million men and 131.88 million women. Judging from the level of population growth, Indonesia is still relatively high. If no effort is made to control it, it will cause many problems. The problem of the Indonesian population in terms of quality is a problem in the ability of its human resources. In Indonesia, the problem of population quality that occurs is influenced by the low level of education, the functions and objectives of education as stipulated in the National Education System Law (UU Sisdiknas No.

20 of 2003 chapter 2 article 3) is to develop the potential of students to become human beings who have faith and devotion to God Almighty, have noble morals. One way to increase the potential of students is to improve students' critical thinking skills. Critical thinking is very important to face changes that are so fast and fast like in the current 4.1 era. The alternative offered in this study to improve students' critical thinking skills is to use the Inquiry learning model. This study used a Quasi Experiment Design (quasi-experimental) with a Non-Equivalent Pretest-Posttest Control Group Design design. In this design, there are two groups, namely the experimental group and the control group. where the selection of the experimental and control groups was not done randomly. The experimental group was the group that received treatment in the form of an inquiry model, while the control group was the group that received Problem Base Learning learning, each of which would be given a pretest and posttest then each treated with treatment.

Keywords. Inquiry Learning Model, Critical Thinking Ability, Development Sociology

1. Introduction

Indonesia is the fourth most populous country in the world. The ethnic composition in Indonesia varies widely because this country has hundreds of ethnic and cultural diversity.

However, more than half of Indonesia's population is dominated by the two largest ethnic groups (Sanusi, 2019 p. 1). Therefore, it is appropriate for this country to become a unitary state with a pluralistic society. Indonesian society consists of several ethnic groups scattered throughout the region from Sabang to Meraoke.

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Based on projections from the National Development Planning Agency (Bappenas), (2013) the total population of Indonesia in 2018 will reach 265 million people. This number consists of 133.17 million men and 131.88 million women. According to age groups, the population that is still classified as children (0-14 years) reaches 70.49 million people or about 26.6% of the total population. For the population in the productive age category (14-64 years) 179.13 million people (67.6%) and the elderly population 65 and over was 85.89 million people (5.8%). From this projection, the number of births this year reached 4.81 million, while the number of deaths was 1.72 million. The ratio of the dependency rate (productive age to non-productive age) was 47.9%, lower than the previous year's 48.1% and also down from the 2010 position which was 50.5%. Judging from the level of population growth, Indonesia is still relatively high. If no effort is made to control it, it will cause many problems.

Education is a human effort to expand knowledge in order to shape values, attitudes and behavior. Education is also a means of developing self-potential and student skills through the learning process as a provision for him to live a life of society, as a nation and as a state.

Education is an important factor in the development of the nation and state. The world of education is required to improve its quality and quality in line with the development of Science and Technology (IPTEK) which is increasingly advanced. Education plays a role in preparing human resources who are able to think independently and critically, because education is the basic capital for quality human development (Lickona, 2016 p.11).

Krulik and Rudnick in Fachrurazi (2011), classify thinking skills into four levels, namely: 1) memorizing (recall thinking), 2) basic (basic thinking), 3) critical (critical thinking), 4) creative (creative thinking) . Furthermore, King (1997) classifies the four levels of thinking into two thinking abilities, namely basic thinking skills and higher-order thinking skills. The ability to think basic is limited to routine and mechanical things, for example memorizing and repeating information that has been obtained. Meanwhile, higher order thinking skills include problem solving, decision making, critical thinking and creative thinking skills. This shows that one of the higher order thinking skills is the ability to think critically.

Critical thinking is very important to deal with changes that are so fast and fast (Slavin, 2011, p.137). In this era of rapid change, the main priority of an education system is to educate children about how to learn and think critically. Critical thinking is a process of thinking that occurs in a person who aims to make rational decisions about something that he can believe to be true. Suprijono A, (2013, p. 42-43). Critical thinking is an attitude of willing to think deeply about problems and things that are within the reach of one's experience, knowledge of methods of examination and logical reasoning and a skill to apply these methods. Critical thinking involves mental activity in problem solving, decision making, analyzing assumptions and scientific inquiry ”(Astika et al., 2013).

The inquiry learning model is a learning model that is considered relevant for developing students' critical thinking skills. Inquiry learning describes an educational approach in which students gain knowledge or skills through their activeness in contextual learning rather than receiving instruction from the teacher (Byrne, 2017). Learning activities using the inquiry model have the potential to develop students 'reflexivity abilities and prioritize practices that are based on valid evidence so that they can foster students' critical thinking skills and habituation (Savery, 2015). revealed that inquiry is learning that requires students' skills from concept mapping, understanding new information or concepts, meaningful communication, and critical thinking (Sriarunrasmee et al., 2015).

Inquiry is considered an efficient approach to stimulating curiosity and learning motivation in students (Suarez, 2018). Inquiry model is a method of discovery that involves students to examine critically, analysis and argumentatively, and find themselves the Technium Social Sciences Journal

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information needed to conclude and achieve their learning goals. The inquiry method is also a way of teaching that develops scientific thinking skills with student-centered teaching strategies. This learning pays attention to encouraging students to develop problems.

Therefore, the inquiry model provides more opportunities for students to reflect on learning, understand learning in a way they like and are able to become students who think critically.

So that the series of inquiry learning can be said to be able to accommodate students' critical thinking skills.

Based on the preliminary observations of the fifth semester students of IPS tadris, the Sociology of Development course is still unable to make students active and able to master the concept independently. Students are unable to build their understanding and just wait for information from the teacher without trying to find out on their own. The low student activity results in low critical thinking skills. Weak mastery of concepts causes the students to not develop critical thinking skills. Lack of students' critical thinking skills can be seen where students tend to be passive, some students just act "sit, be quiet and listen" when receiving material. Learning tends to be one-way only to transfer of knowledge only. This is shown from the results of observations in answering practice questions, students give incorrect answers, tend to express less logical answers, and deliver unsystematic answers. In fact, it is not uncommon for some answers that do not match the problems raised. In addition, in learning activities in the classroom, students are less active in asking questions and expressing opinions so that the teacher must force students to answer by pointing out the student system.

Based on the background of the problem above, the researcher is interested in conducting a study with the title "The Influence of Inquiry Learning Model on Critical Thinking Ability in the Sociology of Development Course of Social Studies education students at Islamic of Zainul Hasan Genggong University".

2. Objectives of the Study

Based on the background of the problem and the identification of problems that have been stated above and so that this research does not deviate far from the problem to be studied, and to avoid distorted interpretations, the researcher limits the problem. The limitation of this problem is carried out with various considerations, including (1) due to various limitations such as labor, time, thought, and cost (2) the research to be carried out will be more focused.

For this reason, the problem in this study is focused on the influence of the inquiry learning model on students' critical thinking skills in the social studies development sociology course of the Islamic University of Zainul Hasan Genggong, Probolinggo, Indonesia.

3. Methodology

This study uses an experimental research design in the form of a Quasi-Experimental Design.

The type used in this quasi experiment is the pretest posttest control group design (Creswell, 2016 p. 207). This study uses two groups, namely the experimental group and the control group, but the selection of the experimental and control groups is not done randomly, but by purposive sampling technique. The design of the study used can be seen in Table 3.1.

Table 3.1 Research Design

Group Pretest Treatment Postest

R Experiment 01 X1 02

R Control 01 X2 02

Source: Sugiyono, 2017, p. 116

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Information:

01 : Pretest of the Experiment Group and control group 02 : Postest of the Experiment Group and control group X1 : learning with inquiry model

X2 : learning with PBL model

This study uses two variables, namely the independent variable and the dependent variable. The independent variable is a variable influence or which is the cause of change or the emergence of the dependent variable (Sugiyono, 2015, p.61). The independent variable (X) in this study is the use oflearning models inquiry. While the dependent variable is a variable that is affected or which is a result of the independent variable (Sugiyono, 2017, p. 39). Dependent variables in this study are Learning Outcomes (Y).

The sampling technique used in this study uses a cluster random sampling technique. In this study the selection of samples using a separate sample that is the control class and the experimental class, for the homogenisation process is based on alignment and equivalence of academic values. In selecting samples using Cluster Random Sampling is not based on individuals but rather based on groups that naturally gather together (Arikunto 2013 p. 183). In taking this sample using the consideration of students who get the same material based on the curriculum, students are taught by the same lecturer and there is no division of superior classes.

Based on these considerations, Class A semester V was chosen as the experimental class and Class B semester V as a control class.

Data collection techniques through pretest and posttest in the control and experiment classes. The research instrument used in the form of a written test in the form of essay questions was used to retrieve student learning outcomes data at the beginning (pretest) and at the end (posttest) treatment as well as a questionnaire or questionnaire to measure the love critichal thingking of students. The data analysis technique was carried out in two steps: the prerequisite test analysis and the descriptive test.

4. Results and Discussion

1. Data Description Pre-test students' critical thinking skills

The pretest or initial test is a test given to the experimental class or control class before the treatment is given. This test aims to determine the initial learning achievement of students in social studies subjects on population dynamics and national development optimally. Description of the pretest data on student learning outcomes in question is

Tabel 4.1

Description of pretest data on students' critical thinking skills ststistic descriptive output Eksperimen

class

Control class

N valid 22 22

Missing 0 0

Mean 46.86 43.68

Median 44.00 44.00

Std. Deviation 10.28 10.24

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Variance 105.72 104.89

Minimum 30.00 30.00

Maximum 72.00 58.00

Primary data sources processed

From the table above shows that the pre-test mean value in the experimental class (the class using the inquiry learning model) is 46.86, the median is 44.00, and the standard deviation is 10.28 . The lowest score obtained by students was 30 and the highest score for students was 72.

While the pretest mean value in the control class (the class using the problem-based learning model) was 43.68, the median was 44.00, and the standard deviation was 10, 24. The students obtained were 30 and the highest score of students was 58.

2. Description of the post-test data on students' critical thinking skills

After the treatment was completed in both class groups, both the experimental class and the control class, then a test or post test was given with the aim of to find out the learning outcomes of students. The description of the post test data on the learning outcomes of students in question is as follows.

Tabel 4.2

Description of post-test data on students' critical thinking skills.

ststistic descriptive output Eksperimen class Control class

N valid 22 22

missing 0 0

Mean 66.91 58.32

Median 65.00 58.00

variance 150.18 104.89

Minimum 51.00 44.00

Maximum 93.00 72.00

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2. Description of the observation sheet data on students' critical thinking abilities. Data on critical thinking skills were obtained through observation or observation using observation guidelines as a data collection instrument. The observations were made in both class groups, namely the experimental and control class for 3 meetings.

a. Data on critical thinking skills of students at meeting I

The data description of students' critical thinking skills at meeting I is presented in the following table.

Tabel 4.3

Data description of students' critical thinking skills (meeting I) ststistik descriptive output Eksperimen class Control class

N valid 22 22

missing 0 0

Mean 32.18 26.45

Median 32.50 26.50

variance 8.25 17.24

Minimum 28.00 20.50

Maximum 36.00 32.00

From the table above shows that the pre-test mean value in the experimental class (the class using the inquiry learning model) is 32.18, the median is 32.50, and the standard deviation is 2.87. The lowest score obtained by students was 28.00 and the highest score for students was 36.00. While the pretest mean value in the control class (the class using the problem-based learning model) was 26.45, the median was 26.50, and the standard deviation was 17, 24. The lowest score obtained by students was 20.50 and the highest score for students was 32.00.

The frequency distribution of students' critical thinking skills in both the experimental class and the control class at the first meeting is presented in the table below. Grading is based on predetermined ideal category criteria. Table 4.4

Table 4.4

Frequency distribution of critical thinking skills scores (meeting I) No. Interval Categori Eksperimen Class

Frek %

Control Class Frek %

1. 84% - 100% Sangat baik 5 23% 0 0%

2 68.01%- 84.00 % Baik 17 77% 9 41%

3. 52.01 %- 68.00 % Cukup baik 0 0% 8 36%

4.

5

36.01%-52.00%

20.00%-36.00%

Kurang baik Sangat kurang

0 0

0%

5 0

23%

0%

Total 22 100% 22 100%

data table above shows that the frequency of critical thinking skills of students at the first meeting for the experimental class (classes using the inquiry learning model) consisted of: very poor category, none (0%), not good enough (0 %), there is no good enough (0%), both Technium Social Sciences Journal

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consisting of 17 students (77%), and very good 5 students (23%). As for the average value of the ability to solve problem of the experimental class at the first meeting was 32.18 (80%) in the good category. Meanwhile, the frequency of critical thinking skills in the control class meeting I consisted of very poor categories, none (0%), 5 students (23%) less good, 8 students (36%) quite good, both consisting of 9 students. (41%), and very good does not exist (0%). The average value of critical thinking skills of the control class at the first meeting was 24.45 (66%) which was categorized as quite good.

b. Data on students' critical thinking skills at meeting II

Data description of students' critical thinking skills at meeting II is presented in the following table:

Tabel 4.3

Data description of students' critical thinking skills (meeting II) Stastistik descriptive Output Eksperimen

Class

Control Class

N valid 22 22

missing 0 0

Mean 32.18 26.45

Median 32.50 26.50

variance 8.25 17.24

Minimum 28.00 20.50

Maximum 36.00 32.00

From the table above shows that the mean value of critical thinking skills in the experimental class (the class using the inquiry learning model) is 32.36, the median is 32.50, and the standard deviation is 2.41. The lowest score obtained by students was 28.50 and the highest score for students was 36.00. Meanwhile, the pretest mean value in the control class (the class using the problem-based learning model) was 26.16, the median was 26.50, and the standard deviation was 2.76. The lowest score obtained by students was 21.50 and the highest score for students was 30.00.

The frequency distribution of students' critical thinking skills in both the experimental class and the control class at the second meeting is presented in the table below. Grading is based on predetermined ideal category criteria.

Table 4.4

Distribution of the frequency of critical thinking skills (meeting II) No. Interval Categories Eksperimen Class

Frek %

Control Class Frek %

1. 84% - 100% excellent 5 23% 0 0%

2 68.01%- 84.00 % Very Good 17 77% 9 41%

3. 52.01 %- 68.00 % Good 0 0% 13 59%

4.

5

36.01%-52.00%

20.00%-36.00%

Average

Below Average 0 0

0%

0 0

0%

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Total 22 100% 22 100%

data table above shows that the frequency of critical thinking skills of students at the second meeting for the experimental class (class using the inquiry learning model) consists of: very poor category Good none (0%), poorly absent (0%), good enough none (0%), both consisting of 17 students (77%), and very good 5 students (23%). As for the average value of the critical thinking ability of the experimental class at the second meeting was 32.83 (82%) with a good category. Whereas the frequency of critical thinking skills scores in the control class II meeting consisted of very poor categories, none (0%), not good enough (0%), good enough 13 students (59%), both consisting of 9 students ( 41%), and very good does not exist (0%). The average value of critical thinking skills of the control class at the second meeting was 26.18 (65%) with a fairly good category.

c. Data on critical thinking skills of students in meeting III

. Data description of students' critical thinking skills at meeting III is presented in the following table.

Tabel 4.3

Data description of students' critical thinking skills (meeting III) Stastistik descriptive Output Eksperimen

Class

Control Class

N valid 22 22

Missing 0 0

Mean 32.64 26.73

Median 32.00 27.00

Variance 7.31 11.11

Minimum 28.50 21.50

Maximum 36.50 31.00

From the table above shows that the mean value of critical thinking skills in the experimental class (the class using the inquiry learning model) is 32.64, the median is 32.00, and the standard deviation is 2.70. The lowest score obtained by students was 28.50 and the highest score for students was 36.50. While the pretest mean value in the control class (the class using the problem-based learning model) was 26.73, the median was 27.00, and the standard deviation was 3.33.The lowest score obtained by students was 21.50 and the highest score for students was 31.00.

The frequency distribution of students' critical thinking skills in both the experimental class and the control class at the third meeting is presented in the table below. Grading is based on predetermined ideal category criteria

Table 4.4

Distribution of the frequency of critical thinking skills (meeting III) No. Interval Categories Eksperiment Class

Frek %

Control Class Frek % Technium Social Sciences Journal

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1. 84% - 100% Excellent 5 23% 0 0%

2 68.01%- 84.00 % Very Good 17 77% 9 41%

3. 52.01 %- 68.00 % Good 0 0% 13 59%

4.

5

36.01%-52.00%

20.00%-36.00%

Fair Poor

0 0

0%

0 0

0%

Total 22 100% 22 100%

data table above shows that the frequency of students' critical thinking skills at the third meeting for the experimental class (classes using the inquiry learning model) consisted of: very poor category, none (0%), not good enough (0 %), there is no good enough (0%), both consisting of 17 students (77%), and very good 5 students (23%). As for the average value of the problem- solving ability of the experimental class at the third meeting was 32.64 (82%) with a good category. Meanwhile, the frequency of critical thinking skills in the control class at meeting III consisted of very poor categories, none (0%), not good enough (0%), good enough, 13 students (59%), both consisting of 9 students ( 41%), and very good does not exist (0%). The average value of critical thinking skills of the control class at the third meeting was 26.72 (67%) with a fairly good category.

The Statistical Analysis

data collected from the results of the distribution of the instrument are then given an assessment of each answer, and then used as calculation material in this study. In the statistical test, the raw score is converted into a standard score which will be used as the basis for statistical assumption tests in the form of normality and homogeneity tests which are the requirements for statistical tests with the t-test.

1. Normality Test a. Pre test normality test

The normality test is used to test whether the data is normally distributed or not. The normality test of student learning outcomes data using the one sample Kolmogrov-Smirnov technique at a significant level of 0.05 in the SPSS 22 computer program. The results of normality are as follows:

Tabel 4.14

Results of the Preliminary Research Data Normality Test (pretest) critical thinking ability students university

Uji normalitas data pre test Kolmogorov-smirnov

Control Class Eksperiment Class Statistic

Sig

0.172 0.091

0.162 0.138

Summary Normal Normal

The results of the calculation of the Kolmogorov Smirnov normality test through SPSS 22 obtained the results of the initial research value (pre test) of the control class critical thinking Technium Social Sciences Journal

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ability is sig = 0.091> 0.05, this means that H0 is accepted, so it can be concluded that the data these come from populations that are normally distributed.

The results of the calculation of the Kolmogorov Smirnov normality test through SPSS 22 obtained the results of the initial research value (pretest) of the critical thinking ability of the experimental class is sig = 0.18> 0.05, this means that H0 is accepted, so it can be concluded that the data comes from of a normally distributed population. The complete results of the calculation of the initial data normality test of the critical thinking ability (pretest) can be seen in the appendix.

b. Post test normality test

The normality value of the final research data through the critical thinking ability test (posttest) of the experimental class and control class can be seen in the following table.

.

Uji normalitas data pre test Kolmogorov-smirnov

Control Class Eksperiment Class Statistic

Sig

0.172 0.091

0.175 0.076

Summary Normal Normal

The results of the calculation of the Kolmogorov Smirnov normality test through SPSS 22 obtained the results of the final value of the research (post test) of the control class critical thinking ability is sig = 0.091> 0.05, this means that H0 is accepted, so it can be concluded that the data comes from a population that is normally distributed.

The results of the calculation of the Kolmogorov Smirnov normality test through SPSS 22 obtained the final value of the research (post test) critical thinking ability of the experimental class is sig = 0. 076> 0.05, this means that H0 is accepted, so it can be concluded that the data comes from population that is normally distributed. The complete results of the calculation of the final data normality test of the problem-solving ability (posttest) can be seen in the appendix.

2. Homogeneity

Test The homogeneity test is used to test the variance between two groups which is homogeneous or not. To be able to accept or reject the hypothesis is done by comparing the significance value of the levene's statistical results with a confidence level of 0.05. If the sig value> 0.05 then the data is homogeneous and if the sig value <0.05 it can be said that the data is not homogeneous. This homogeneity test is done using the One way Anova test with the help of theprogram SPSS 22.00. The results of the homogeneity test in this study are as follows.

a. The homogeneity test of the initial variant of the study (pre test) The

value of the homogeneity of the initial research data through the critical thinking ability test (pretest) of the experimental class and the control class can be seen in the following

Tabel 4.15

Results of the Preliminary Research Data Homogenity Test (pretest) critical thinking ability students university

Levelene statistic Df1 Df2 Sig. Summary

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0.07 1 42 0.79 Homogen

The results of the calculation of the levene statistical homogeneity test through SPSS 22 obtained the results of the initial value of the research (pretest) of the critical thinking ability of the control class and the experimental class is sig = 0.79> 0.05, this means that H0 is accepted, so it can be concluded that the initial value data Research (pretest) the ability to think critically in the control class and the experimental class comes from a population that has a similarity level of variance (homogeneous). The complete results of the calculation of the levene statistical homogeneity test of the initial value of the study (pretest) of the critical thinking ability of the control class and the experimental class can be seen in the appendix.

b. The results of thevariant of the study (post test)

homogeneity of the finalThe homogeneity value of the final research data through the critical thinking ability test (post test) of the experimental class and the control class can be seen in the following table

Levelene statistic Df1 Df2 Sig. Summary

0.99 1 42 0.32 Homogen

Primary data sources processed

The results of the calculation of the levene statistical homogeneity test through SPSS 22 obtained the results of the final research score (post test) of the critical thinking ability of the control class and the experimental class is Sig = 0.32> 0.05, this means that H0 is accepted, so it can be concluded that the data on the final value of the study (post test) on the critical thinking ability of the control class and the experimental class came from a population that had a similarity level of variance (homogeneous). The complete results of the calculation of the levene statistical homogeneity test of the final value of the study (post test) of the critical thinking skills of the control class and the experimental class can be seen in the appendix.

3. Hypothesis Testing Hypothesis

testing is intended to test the effect of using the inquiry learning model on students' critical thinking abilities and student learning outcomes. The analytical test used in testing this hypothesis is the independent sample t-test. The basis for testing the hypothesis is tcount > ttable,

so Ho is rejected and Ha is accepted.

a. Hypothesis Testing Results of Students 'Critical Thinking Ability In the analysis of students' critical thinking skills, the t-test was carried out twice, namely before giving treatment to both classes (pretest) and after giving treatment to both classes (posttest).

The t-test at the pretest was carried out to measure the similarity of the control class and the experimental class before being given treatment. Following are the results of the analysis of students 'learning outcomes (pretest) using SPSS 22.00

1) . Independent sample t test, the initial value of the study, the test of students' critical thinking skills (pretest)

. This hypothesis test was carried out before the students were treated, where the experimental classes were treated with Inquiry learning model and control class using problem Technium Social Sciences Journal

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based learning model cooperative type class discussion. As for the research hypothesis test, the initial test of students' critical thinking skills (pre test) is:

H0 : There is no significant difference in critical thinking skills between the experimental class and the control class

H1 : There is a significant difference in critical thinking skills between the experimental class and the control class.

Decision making and drawing conclusions on the research hypothesis test, the initial test of students' critical thinking ability (pre test) was carried out at the significance level of 5%

(0.05). The criteria for submission are if the significance value is α> 0. 05 then H0 is accepted and H1 is rejected. And vice versa if α <0.05, then H0 is rejected and H1 is accepted. As for using the 2-way test, H0 is rejected and H1 is accepted if tcount > ttable. In contrast, H0 is received and H1

rejected ift <ttable. Results count hypothesis test t-test using SPSS 22 are presented in the following table

Tabel 4.16

Results Hypothesis Testing Critical Thinking Ability Learners(pretest) t test for equality of means

Mean Sig.

(2 tailed)

Mean difference kontrol eksperimen T Df

43,68 48,86 -1, 028 42 0,310 -3, 18

Based on SPSS output 22 on the table in mind that the value of tcount equal to -1, 028 and ttable with significansi level (5%) 0, 05, degree of freedom (db) = (n -2) then obtained t0 (0.05) (42) table = -2, 018. so the result valuest <ttable which shows results - 1, 028 <-2, 018. Whereas with a significance level of 5% (0.05) it has a significance value of α <0. 05, that is (2 tailed) 0.310>

0.05. So it can be concluded that there is no significant difference in the ability to think critically between the experimental class and the control class before being given the treatment, meaning that students in the experimental class and the control class have the same critical thinking ability when the pre-test is done. This is reinforced by the experimental class obtaining an average score of 46.86 and the control class having an average score of 43.68.

2) Independent sample t-test final research test of students' critical thinking skills (post test)

This hypothesis test was carried out after the students received treatment, where the experimental classes were treated with the inquiry learning model and the control class using the problem based learning model class discussion cooperative. As for the research hypothesis test, the final test of students' critical thinking skills (posttest) is:

H0 : There is no significant difference in critical thinking skills between the experimental class and the control class

H1 : There is a significant difference in critical thinking skills between the experimental class and the control class.

Decision making and drawing conclusions on the research hypothesis test, the final test of students' critical thinking skills (posttest) was carried out at the significance level of 5%

(0.05). The criteria for submission is if the significance value α> 0. 05, then H0 is rejected and H1 is accepted. As for using the 2-way test, H0 is rejected and H1 is accepted if tcount > ttable. In contrast, H0 is received and H1 rejected ift <ttable. The results of the t-test hypothesis test using the SPSS 22 program are presented in the following table.

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Tabel 4.17

Hypothesis Testing Results of Students' Critical Thinking Ability (Ptest)

t test for equality of means

Mean Sig.

(2 tailed)

Mean difference

Control Eksperimen T Df

53,32 66,91 -2,523 42 0,016 -8,59

Based on the SPSS 22 output in the table, it is known that the t-value iscount -2.523 and ttable with a significance level (5%) 0, 05, degree of freedom (db) = ( n -2) then obtained t0 (0.05) (42) table = -2, 018. Then the results of the value of tcount <ttable, which shows the result - 2.253 <- 2.018. As for the significance level of 5% (0.05) has the significance value α <0. 05, that is (2 tailed) 0.016> 0.05. So it can be concluded that there is a significant difference in the ability to think critically between the experimental class and the control class before being given the treatment, meaning that students in the experimental class and the control class have different critical thinking skills after being given treatment. This means that the results of the value of the critical thinking ability of the experimental class after being given treatment with the Inquiry learning model are better than the control class using the cooperative type problem-based learning model. This is reinforced by the experimental class obtaining an average score of 66.91 and the control class having an average score of 53.32.

3) N-gain test is the problem solving ability of students.

The results of the N-gaincritical thinking skills of the experimental class and the control class can be seen in the appendix and the table as follows

Tabel 4.18

The results of the N-gain test are the achievement of the pre-test and post-test values of critical thinking skills

Class Group average pretest

average postest

N-gain output interpretasi

Eksperimental Class 46.9 66.9 0.38 Average

Control Class 43.7 58.3 0.26 Poor

Based on the N-gain results above , it is known that the experimental class students have an n- gain value of 0.38 in the moderate category. Meanwhile, control class students have an N-gain of 0.26 in the low category. Thus, it can be concluded that the use of the inquiry learning model has a better influence and effectiveness than the use of the cooperative class discussion model for students on the ability to solve problems in the material of population dynamics and national development.

Results of the Influence of Learning with the Inquiry Model on Students' Critical Thinking Ability

This study aims to determine whether or not there is an effect of the results of critical thinking skills on students in the experimental class group using the Inqury learning model with Technium Social Sciences Journal

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students in the control class group using the problem based learning model. (discussion) cooperative class. To determine this effect, observations or observations were made and preliminary data collection with pretest and final data with posttest in the experimental class and control class with the material of population dynamics and national development.

The results of descriptive statistical analysis of the preliminary written test data on students' problem-solving abilities (pretest) in the subject of population dynamics and National Development in the experimental class in the control class showed that the difference was not too much. Where the mean value of the experimental class pretest is 46.9 and the control class is 43.7. Meanwhile, the posttest mean score for the experimental class was 66.9 and the control class was 58.3. An overview of the results of the pretest and posttest in the experimental class and control class can be seen in the following table.

Figure 5.1

Bar Diagram for the Pretest and Posttest Mean Classes for the Experiment Class and the Control Class

Based on the diagram above shows that the research class, both the experimental class and the control class, has a pretest value that is not too far away. The value obtained at the time of the pretest is because students do not fully have knowledge of the material to be studied.

Students are able to work on several questions but the answer is wrong. Meanwhile, it is different when implementing the post test when students have received the material provided by the teacher, both classes have an increase in the average post test score. The difference is that the number of increases in the mean posttest is different between the experimental class and the control class, where the experimental class has a higher mean value than the control class.

The results of this study found that the examiner's t-test which aims to determine the difference between problem-solving skills of learners before applied the model lesson inqury on classroom experiments and models of problem based learning (discussion) type of cooperative in class control is obtained tcount>ttable, namely -1.028 <-2.018 and the significant value α <0.05, namely (2-tailed) 0.000 <0.05, then H0 is accepted and H1 is rejected. So there is no difference between the experimental class and the control class before being given treatment.

46.9

66.9

43.7

58.3

0 20 40 60 80

nilai rerata pre test nilai rerata post test

eksperimen kontrol

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That is, the two experimental classes are no better than the control class in critical thinking skills and students from both classes have the same ability in critical thinking skills.

After being given treatment, which was given experimental class learning inqury and grade control models are given learning problem-based learning models (discussion) cooperative type class obtained tcount>ttable,ie -2, 523> -2, 018 and significant value α <0 05, namely (2-tailed) 0.000 <0.05, so there is a significant difference in critical thinking skills between the experimental class and the control class after being given treatment. This means that the results of the value of the critical thinking ability of the experimental class after being given treatment with the inqury learning model are better than the control class using cooperative class discussion learning models.

These results are also in accordance with previous research, such as that conducted by Putri Nuur Mashita, Susriyati, Mahanal, Hadi Suwono (2016) showing that learning with the Inqury model is able to improve critical thinking skills in students, so that students find it easier to solve existing problems. by providing various alternative answers, so that students' learning outcomes are maximized and able to achieve learning completeness.

The difference in the results of the critical thinking ability test scores between students in the experimental class using the inqury model and the control class using the cooperative type class discussion model is possible because each treatment has characteristics in its application.

Inqury learning model is designed to foster students' critical thinking skills through systematic stages which include orientation, identifying, taking position, exploring the sentence patterns of argument, refining, to testing factual assumptions so that it requires students to seek their own experiences based on population problems in environment of Indonesian society.

Each stage in inquiry learning is very important to do and has been arranged systematically. The main stages in critical thinking are the stages of exploring the sentence patterns of argument which is the determining stage from the previous stages. So that students are able to evaluate the advantages and disadvantages of the results of the implementation of the solution to a chosen problem. However, not all students have the same critical thinking skills. The results showed that some students had low scores. This is possible because the steps are not passed carefully. Moreover, in the implementation stage, students are required to have broad insights and high creativity. However, if students have narrow insights and creativity that is not sharpened, of course this becomes a separate obstacle for students.

Through the stages contained in the inqury learning model, problems in learning materials that are adapted to learning materials are problems that stimulate students to think critically and find problem solving solutions. Students are required to find as much solution as possible to a problem then make decisions about the most appropriate solution to be applied. This of course requires students to think critically and find solutions to a problem and make students have real- life learning experiences. If students are active in finding their own information, concepts, and generalizations, then what has been determined directly will always be remembered and understood by students. The decision making is carried out jointly with members of the group.

Students certainly cannot follow the existing methods or steps that are automatically available in their minds. So it takes steps and stages of completion that can be taken systematically and directed, in this case it is contained in the Inqury learning model. Where, in this case the teacher is in a position as a facilitator who guides and creates a conducive atmosphere for students to arrive at their own learning experience. The teacher must also be able to accommodate various continuous dialogues with students.

Evidenced by the results of the study, treatment with the Inquiry learning model has a positive influence on the critical thinking skills of students. From three meetings in the experimental class using the Inqury learning model and the control class using the cooperative Technium Social Sciences Journal

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class problem-based learning (discussion) model, the t-test results were obtained, the significant value of each meeting was the value of tcount> ttable, namely - 5, 321> -2, 018 and the significant value α <0.05, namely (2-tailed) 0.000 <0.05 at the first meeting, the value of tcount> ttable, namely -7.907> -2, 018 and the significant value α < 0.05, namely (2-tailed) 0.000 <0.05 at the second meeting, and the value of tcount> ttable, namely -6, 457> -2, 018 and the significant value α <0.05, namely (2-tailed) 0.000 <0.05 at meeting III. So there is a significant difference in critical thinking skills between the experimental class and the control class in the treatment given. This means that the observation results of the critical thinking ability of the experimental class when given treatment with the inqury learning model are better than the control class which uses the cooperative problem-based learning type class discussion learning model.

Based on the results of the LKPD value of 3 meetings in the experimental class using the inqury learning model and the control class using the cooperative problem-based learning type class discussion learning model, the t-test results obtained the significant value of each meeting is the value of tcount> ttable, namely - 4, 177> -2, 018 and the significant value α <0.05, namely (2-tailed) 0.000 <0.05 at the first meeting, the value of tcount> ttable, namely -3, 854> -2, 018 and the significant value of α < 0.05, namely (2-tailed) 0.000 <0.05 at the second meeting, and the value of tcount> ttable, namely -4, 664> -2, 018 and the significant value α <0.05, namely (2-tailed) 0.000 <0.05 at meeting III. Then there is a significant difference in the ability to think critically between the experimental class and the control class when given the treatment. This means that the results of the LKPD critical thinking experimental class when given treatment with the inquiry learning model are better than the control class using the cooperative type class discussion learning model problem based learning.

Inquiry learning model is a problem solving strategy in a lesson that requires a "mental scaffolding" brain framework to develop the potential or abilities that each student has (Alkusaeri, 2013). Where in the learning process students are divided into small groups. It is in line with Vygotsky's scaffolding theory which states that the stages in learning of students start from the assistance given in stages, where at the beginning of learning students get large amounts of help then in the next learning the amount of assistance decreases until finally students are able to take over. own responsibility independently. The assistance in question is in the form of instructions, warnings, encouragement, and explanations in describing the problem. The assistance can be obtained from teachers, parents, and peers. This is intended to develop the level of development of students.

According to Vygotsky, students have 2 levels of development, namely the level of actual development and the level of potential development. Where the actual level of development is the determination of an individual's intellectual function and the ability to learn certain things himself. While the level of potential development is the level that is functioned with the help of other people, including teachers, parents and peers (Arend, 2008: p. 47). This has led to interactions between students and others in the concept of culture, which was later known in Vygotsky's theory as the zone of proximal development (ZPD).

5. General Statement

Based on the results of hypothesis testing, it is concluded that there is a significant difference between students who learn using the inqury learning model and students who learn using the cooperative type class discussion learning model problem based learning. This is because in the Inqury learning model there is a clear, systematic flow of steps in solving problems.

In Inquiry learning students are asked to collect information at the stage of identifying issues, then. in Phase tree: Taking position Issues regarding population dynamics and national Technium Social Sciences Journal

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development began to be discussed by students with their group members. Students articulate their position, reveal the basic position of social values and decision making, at the Exploring the sentence patterns of argument stage, the teacher explores deeper by debating the opinions put forward by students with confrontational opinions. In this case, students in the consistency test maintain the attitudes or opinions they have taken. Students are required to submit logical and rational arguments that can support the statements they have made. So that students more easily understand the steps in formulating problems to finding solutions to problems by communicating together with peers to mutually provide information between one student and other students. This then has implications for the results of students' critical thinking skills.

This study found that there is a significant difference in the results of the critical thinking skills of students who learn using the inqury learning model with students who use the cooperative type class discussion learning model problem based learning. Where learning with the inqury model is better than the cooperative type class discussion learning model problem based learning in improving critical thinking skills. Therefore, a learning model like this needs to be developed as a qualifying learning model with various aspects of the values and abilities needed by students in various aspects of life. The elements of positive interdependence, face- to-face, inter-individual responsibility, interpersonal skills and processes that occur in groups as well as clear steps and paths are important elements that can improve students' critical thinking skills. The results of this study are for competent parties, so that they can be used as material for consideration in preparing a more comprehensive social science curriculum.

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