Enhancing Critical Thinking: Integrating Guided Discovery Learning and Concept Mapping (GDL-CM) in Climate Change Concept
DOI:
https://doi.org/10.15294/f3t8yf33Keywords:
climate change; concept mapping; critical thinking skills; GDLAbstract
Indonesia is confronted with the challenge of climate change, which adversely impacts students by diminishing their motivation to learn and causing various health problems. Addressing climate change requires an educational approach that emphasizes critical thinking skills, enabling students to comprehend,analyze, and devise solutions for these issues. This study analyzes the influence of the GDL-CM model on students' critical thinking skills on climate change material. This research is conducted at SMAN 36 Jakartai n January-May 2024. The research method used is a quasi-experiment and Nonequivalent Pretest-Posttest Control Group design. The study sample includes 62 students, with 31 students per class selected using a simple random sampling. The normalized gain value shows that the GDL-CM effectively improves critical thinking skills. Based on hypothesis testing using an independent t-test at α = 0.05 there is an influence of the GDL-CM learning model on students' critical thinking skills on climate change material. The influence is considered significant based on the effect size value. The results of this study imply that the GDL-CM learning model should be an alternative learning medium to develop critical thinking skills
References
Al-Shaer, I. M. R. (2014). Employing Concept Mapping as a Pre-writing Strategy to Help EFL Learners Better Generate Argumentative Compositions. International Journal for the Scholarship of Teaching and Learning, 8(2).
Amalia, D., Yuniastuti, A., & Isnaeni, W. (2019). The Effect Of Applying Guided Discovery Learning (GDL) Model on the Students’ Critical Thinking Abilities In Budidaya Lele (BDL) Subject Grade 11 SMA N 10 Semarang. Journal of Biology Education, 8(3), 330–339.
Amalia, A. V., Fariz, T. R., Lutfiananda, F., Ihsan, H. M., Atunnisa, R., & Jabbar, A. (2024). Comparison of SWAT-based ecohydrological modeling in Rawa Pening Catchment Area, Indonesia. Jurnal Pendidikan IPA Indonesia, 13(1).
Arwan, J. F., Dewi, L., & Wahyudin, D. (2021). Urgensi Pendidikan Berbasis Perubahan Iklim Untuk Pembangunan Berkelanjutan. Jurnal Pendidikan Lingkungan Dan Pembangunan Berkelanjutan, 22(2), 23–38.
Atabaki, A. M.S., Keshtiaray, N., & Yarmohammadian, M. H. (2015). Scrutiny of Critical Thinking Concept. International Education Studies, 8(3).
Atiyah, U., Miarsyah, M., & Sigit, D. V. (2020). The Effect of Using E-Learning Based Guided Discovery Learning Model Based on Self- Efficacy Towards Student Learning Outcomes In Biology Class in Reproductive System Subject in High School. International Journal for Educational and Vocational Studies, 2(9), 789–796.
Azrai, E. P., Ristanto, R. H., & Mulyaningsih. (2020). Problem-Based Learning With Concept Map: Is It Effective To Improve Metacognitive Skills? .International Journal of Advanced Science and Technology, 29(5), 11047–11061.
Azrai, E. P., Suryanda, A., Wulaningsih, R. D., & Sumiyati, U. K. (2020). Kemampuan Berpikir Kritis Dan Literasi Sains Siswa Sma Di Jakarta Timur. Edusains, 12(1), 89–97.
Bahtiar, B., & Dukomalamo, N. (2019). Basic science process skills of biology laboratory: improving through discovery learning. Biosfer: Jurnal Pendidikan Biologi, 12(1), 83– 93.
Banila, L., Miarsyah, M., & Sigit, D. V. (2020). The Influence Of Guided Discovery Learning Trough Hands On Activity and Pictures Media Toward The Concept Understanding Of Fungi Viewed Of Students Science Learning Motivation. International Journal for Research Publications, 52(1), 1–12.
Bassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2010). Critical thinking: A student’s introduction. McGraw-Hill
Batubara, I. H. (2019). Improving Student’s Critical Thinking Ability Through Guided Discovery Learning Methods Assisted by Geogebra. International Journal for Educational and Vocational Studies, 1(2), 116–119.
Bilik, Ö., Kankaya, E. A., & Deveci, Z. (2020). Effects of web-based concept mapping education on students’ concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse education today, 86, 104312.
Bruner, J. S. (1961). “The Act of Discovery”. Romey, W.D. Inquiry Techniques For Teaching Science. New Jersey : Prentice Hall, INC, Englewood Cliffts.
Chich, J. (2016). A Study on Information Technology Integrated Guided Discovery Instruction towards Students’ Learning Achievement and Learning Retention. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 833-842.
Cañas, A. J., Novak, J. D., & Reiska, P. (2015). How good is my concept map? Am I a good Cmapper? Knowledge Management and E- Learning, 7(1) 6–19.
Carman, J., Zint, M., Burkett, E., & Ibáñez, I. (2021). The role of interest in climate change instruction. Science Education, 105(2), 309– 352
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Daniela, C. C., Propescu, F. F., Loan, P. A., & Andrea,V. (2015). Conceptual Maps and Integrated Experimen for Teaching/Learning Physics of Photonic Devices. Procedia- Social and Behavioral Sciences, 191, 512-518
Darmawan, E., Brasilita, Y., Zubaidah, S., & Saptasari, M. (2018). Meningkatkan keterampilan metakognitif siswa berbeda gender dengan model pembelajaran simas eric di SMAN 6 Malang. Biosfer, 11(1), 48–57. Eklof, T. F. (2005). Higher Mind: The Method of Critical Thinking. Philosophical Practice, 1(3), 129- 133.
Ennis, R. H. (2011). The Nature Of Critical Thinking: An Outline Of Critical Thinking Disposition And Abilities. University of Illinois.
Ennis, R. H. (2016). Critical Thinking Across the Curriculum: A Vision. Topoi, 37(1), 165–184. Fadillah, A., Yennita, Y., & Sahal, M. (2018). The Application Of Guided Discovery Learning Model To Improve Students’ Critical Thingking Ability At The Eighth Grade Students’ Of Mts Al-Huda Pekanbaru. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 6(1), 39.
Fuad, N. M. (2017). Improving Junior High School’s Critical Thinking Skills Based on Test Different Models of Learning. International Journal of Instruction, 10(1), 101-116
Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2021). Retracted: The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course. Thinking Skills and Creativity, 39, 100780.
Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership, with a new preface by the authors: Unleashing the power of emotional intelligence. Harvard Business Review Press.
Habib, M. K., Nagata, F., & Watanabe, K. (2021). Mechatronics: Experiential learning and the stimulation of thinking skills. Education Sciences, 11(2),11–22.
Handoko, A., Sajidan., & Maridi. (2016). Pengembangan modul biologi berbasis discovery learning (part of inquiry spectrum learning-wenning) pada materi bioteknologi kelas xii Ipa di sma negeri 1 magelang tahun ajaran 2014/2015. Jurnal Inkuiri, 5(3), 144– 154.
Hakim, A., Efwinda, S., Damayanti, P., Syam, M., Mutmainah, O., & Norsaputra, A. (2023). Improving Climate Literacy of High School Students Through Physics Teaching Materials Based on STEM. Jurnal Pendidikan IPA Indonesia, 12(4).
Hillary, G., Djulia, E., & Hasibuan, R. H. (2023). Analysis Critical Thinking Ability and Environmental Care Attitude of Junior High School Students on Global Warming Material. Jurnal Penelitian Pendidikan IPA, 9(5), 2383–2390
Hussaini, M. H. AL. (2023). Impact of climate change on seaweeds and their future. Impact of Climate on Student Education and Their Future Development, 2(4), 63–75.
Istiani, R., Azrai, E. P., & Rustam, Y. (2018). Effect of Application of Team Assisted Individualization of Biology Learning Model Of Student Interest in the Pteridophyta Material at SMAN 39 Jakarta. Biosfer: Jurnal Pendidikan Biologi, 7(1), 37–42.
Iswati, H. D., & Purwati, O. (2022). Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading. ELS Journal on Interdisciplinary Studies in Humanities, 5(4), 701–705.
Janssen, F. J. J. M., Westbroek, H. B., & van Driel, J. H. (2014). How to make guided discovery learning practical for student teachers. Instructional Science, 42(1), 67–90.
Kartini, P., Bahar, A., & Elvinawati, E. (2021). StudiPerbandingan Model Pembelajaran Learning Cycle 5E Dan Guided Discovery Learning Menggunakan Media Video Pembelajaran Terhadap Hasil Belajar Kimia Siswa. Alotrop, 5(1), 11–18.
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1)
Kholifah, A. N., Kusumaningrum, R., Rinanto, Y., Ramli, M., & Marjono, M. (2015). Efektivitas guided discovery learning untuk memperbaiki pemahaman konsep siswa SMA pada materi sistem imun. Seminar Nasional Pendidikan Sains IV 2014.
Kirby, C. K., Fleming-Davies, A., & White, P. J. T. (2019). The figure of the day: A classroom activity to improve students’ figure creation skills in biology. The American Biology Teacher, 81(5), 317–325.
Lee, W., Chiang, C. H., Liao, I. C., Lee, M. L., Chen, S. L., & Liang, T. (2013). The longitudinal effect of concept map teaching on critical thinking of nursing students. Nurse education today, 33(10), 1219–1223
Lestari, I. F., & Muhajir, S. N. (2021). Pendekatan STEM untuk Meningkatkan Keterampilan Berpikir Kritis Siswa pada Materi Fluida Statis. Jurnal Pendidikan Dan Ilmu Fisika, 1(2), 62.
Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). Ricosre: a learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417- 434.
Marwah, M., Wahyono, E., & Sjachrun, R. A. M. (2022). Students critical thinking ability at Cokroaminoto Palopo University. Indonesian Journal of Learning Studies, 2(3), 114–125.
Miarsyah, M., & Ristanto, R. H. (2019). Memberdayakan keterampilan mengembangkan soal hots pada guru biologi di kabupaten bekasi. BAKTIMAS: Jurnal Pengabdian Pada Masyarakat, 1(4), 151–159.
Moedjiono., & Dimyati. (1992). Strategi Belajar Mengajar. Jakarta: Depdikbud. Muhali, M., & Sukaisih, R. (2023). Guided Discovery Learning Model Using Concept Map Strategy to Improve Students Metacognition and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 554–563.
Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B. D., Li, M., Montalbano, C., & Wei, L. (2018). Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension. American Educational Research Journal, 55(5), 1113–1160.
Negoro, R. A., Hidayah, H., Rusilowati, A., & Subali, B. (2018). Upaya Membangun Ketrampilan Berpikir Kritis Menggunakan Peta Konsep Untuk Mereduksi Miskonsepsi Fisika (Efforts to Build Critical Thinking Skills Using Concept Maps to Reduce Physics Misconceptions). Jurnal Pendidikan (Teori Dan Praktik), 3(1), 45.
Noer, S. H. (2018). Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions. Jurnal Riset Pendidikan Matematika, 5(1), 108–115.
Novak, J. D., & Cañas, A. J. (2006). Origins Of Concept Mapping Tool. Palgrave Journals, 5, 175– 184. Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided Discovery Learning Based on Internet and Self Concept: Enhancing Student’s Critical Thinking in Biology. Indonesian Journal of Biology Education, 2(1), 7–14.
Onikarini, N. L. Y., Suardana, I. N., & Selamet, K. (2019). Komparasi Model Pembelajaran Guided Dan Free Discovery Terhadap Hasil Belajar Siswa Dalam Pembelajaran Ipa. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 2(2), 80.
Patonah, S. (2014). Elemen Bernalar Tujuan pada Pembelajaran IPA melalui Pendekatan Metakognitif Siswa SMP. Jurnal Pendidikan IPA Indonesia, 3(2), 128-133.
Permendikbud. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 36 Tahun 2018 Tentang Perubahan Atas Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 59 Tahun 2014. Permendikbud, 1–12.
Prammudya, R. D., & Subiantoro, A. W. (2022). Pengembangan Lkpd Berbasis Guided Discovery Learning Berbantu Concept Mapping Materi Sistem Ekskresi. Jurnal Edukasi Biologi, 8(1), 46–56.
Puspaningsih, A. R., Tjahjadarmawan, E., & Krisdianti, N. R. (2021). Ilmu Pengetahuan Alam untuk SMA Kelas X.
Rachmantika, A. R., & Wardono. (2019). Peran Kemampuan Berpikir Kritis Siswa Pada Pembelajaran Matematika Dengan Pemecahan Masalah. Prosiding Seminar Nasional Matematika, 2(1), 441.
Ramadhani, P., Al Mustafid, F. Z., & Karenina, A. (2021). Profil keterampilan berpikir kritis siswa dalam pembelajaran sistem gerak pada manusia di madrasah tsanawiyah di ponorogo. PISCES: Proceeding of Integrative Science Education Seminar (Vol. 1, No. 1, pp. 340-344).
Reynolds, R., & Chiu, M. M. (2013). Formal and informal context factors as contributors to student engagement in a guided discovery- based program of game design learning. Learning, Media and Technology, 38(4), 429– 462.
Riduwan. (2015). Dasar-Dasar Statistika. Bandung: Alfabeta. Rini, R. (2020). Analisis Langkah Model Discovery Learning dan Hasil Belajar Siswa di Sekolah Dasar. E-Journal Pembelajaran Inovasi, Jurnal Ilmiah, 8, 124–137.
Rini, A. P., Sa’diyah, I. K., & Muhid, A. (2021). Model Pembelajaran Guided Discovery Learning Apakah Efektif dalam Meningkatkan Kemampuan Berpikir Kritis Siswa? Edukatif: Jurnal Ilmu Pendidikan, 3(5), 2419–2429.
Ristanto, R. H., Ahmad, A. S., & Komala, R. (2022). Critical Thinking Skills Of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM). Participatory Educational Research, 9(1), 173–191.
Ristanto, R. H., Djamahar, R., Heryanti, E., & Ichsan,I. Z. (2020). Enhancing students’ biology- critical thinking skill through CIRC-based scientific approach (CIRSA). Universal Journal of Educational Research, 8(4 A), 1–8.
Roohani, A., & Hashemian, M. (2017). Effects of Rhetorical Analysis and Self-Regulation Strategies on Iranian EFL Learners’ Critical Thinking and Reading Comprehension of Argumentative Texts. Journal of Language Horizons, 1(1).
Sartono, N., Rusdi, R., & Handayani, R. (2018). Pengaruh Pembelajaran Process Oriented Guided Inquiry Learning (Pogil) dan Discovery Learning Terhadap Kemampuan Berpikir Analisis Siswa Sman 27 Jakarta Pada Materi Sistem Imun. Biosfer: Jurnal Pendidikan Biologi, 10(1), 58–64.
Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What Is Climate Change Education?. Curriculum Perspectives, 37(1), 67–71.
Suryanda, A., Azrai, E. P., Nuramadhan, M., & Ichsan, I. Z. (2020). Analogy and critical thinking skills: Implementation learning strategy in biodiversity and environment topic. Universal Journal of Educational Research, 8(4A), 45–50.
Susanto, A. (2015). Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta: Prenadamedia Group
Yuliani, K., & Saragih, S. (2015). The Development of Learning Devices Based Guided DiscoveryModel to Improve Understanding Concept and Critical ThinkingMathematically Ability of Students at Islamic Junior High Schoolof Medan. Journal of Education and Practice, 6(24), 116–129
Yulianti, Y., Lestari, H., & Rahmawati, I. (2022). Pengaruh Model Pembelajaran Radec Terhadap Keterampilan. Jurnal Cakrawala Pendas. 8 January 2021, 47–56.
Zubaidah, S., & Corebima, A. D. (2015). Asesmen berpikir kritis terintegrasi tes essay. Symbion: Symposium on Biology Education, January, 200–213.
Zubaidah, S., & Pangestuti, A. A. (2016). Peta Konsep sebagai Alat Evaluasi pada Pembelajaran Biologi. Proceeding Biology Education Conference, 13(1), 164–168.
