The Effect of Inquiry Social Complexity (ISC) Learning Models to Improve Students' Critical Thinking Ability on Temperature and Heat

Febryna Rachmadani

doi:10.35877/454RI.eduline1897

Febryna Rachmadani Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jakarta, Indonesia (ID)

https://doi.org/10.35877/454RI.eduline1897

Keywords: Inquiry Social Complexity (ISC) Learning Model, Critical Thinking Ability, Temperature and Heat

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Abstract

The main problem in this study is the low ability to think critically because students have not been trained to solve a problem in critical learning. Researchers try to solve the problem by applying the Inquiry Social Complexity (ISC) model to determine the effect of this model on students' critical thinking skills in the subject of temperature and heat. This study used a quasi-experimental method with a nonequivalent control group design. This research was conducted at MAN 3 Tangerang in February 2023. The research sample consisted of 64 students consisting of 32 students in class XI IPA 3 (experimental class) and 32 students in class XI IPA 1 (control class) using a purposive sampling technique. The instrument used was a problem solving ability test instrument consisting of 15 description questions. Based on the results of hypotehsis testing using the independent sample test at a significance level of 5%, the Sig. (2-tailed) of 0.000 so that Sig. (2-fish) < 0.05. The results showed that the Inquiry Social Complexity (ISC)model had an effect on students' problem solving abilities on sound wave material. In addition, the average N-gain result for the experimental class was 0.77 (high category) while the control class was 0.45 (moderate).

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