The effect of argument-driven inquiry on chemistry reaction-rates to enhance pre-service chemistry teachers critical thinking skills

Abstract

This research aims to determine the effect of using the Argument Driven Inquiry (ADI) learning model on the critical thinking skills of pre-service chemistry teachers on the topic of reaction rate. The study participants comprised of 20 pre-service chemistry teachers enrolled in a School Chemistry 1 unit. This research uses quasi experiment with one group pretest-posttest design method. The data collected through two-tier multiple choices test which refers to the indicator of critical thinking skills by Ennis before and after learning with Argument-Driven Inquiry model. Pretest and posttest result data were analyzed using Wilcoxon’s nonparametric statistical test. The results showed that there was an influence of the application of the Argument Driven Inquiry learning model to the critical thinking skills of students as indicated by the sig value. of 0.000 at a 95% confidence level. based on these results, it can be concluded that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of pre-service chemistry teachers. Critical thinking skills in each sub-indicator were analyzed using normalized gain and the results obtained n-gain values for the indicator determine an action 0.73 (high), focus questions: 0.69 (medium), analyze arguments: 0.56 (medium) and to make deductions and consider the results of deductions: 0.40 (medium). These N-gain results indicate that ADI learning can improve pre-service chemistry teachers’ critical thinking skills on these four indicators.