Critical Thinking Skills (CTS) through Augmented Reality Worksheets using The Inquiry-Scaffolding Models

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Published: Jul 25, 2024
DOI: https://doi.org/10.21580/perj.2024.6.1.19657
Keywords:
Critical Thinking Skills, Augmented Reality, Worksheet, Inquiry-Scaffolding

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Affa Ardhi Saputri
Universitas Islam Negeri Walisongo Semarang, Indonesia
https://orcid.org/0000-0003-4469-7316
Lilia Ellany Mohtar
Universiti Pendidikan Sultan Idris, Malaysia
Arsini Arsini
Universitas Islam Negeri Walisongo Semarang, Indonesia
Irman Said Prastyo
Universitas Islam Negeri Walisongo Semarang, Indonesia
Ilham Surya Fitra
Universitas Islam Negeri Walisongo Semarang, Indonesia

Abstract

Critical thinking skills (CTS) are important for training in physics. This research aims to train students' CTS through augmented reality worksheets with the inquiry-scaffolding model. The research participants comprised 36 third-semester physics education students at UIN Walisongo Semarang. This research utilized a pre-experimental method employing a one-group pre-test post-test design. The enhanced CTS was assessed using the N-gain test. The analysis of students' CTS yielded four categories: very less critical, less critical, critical, and very critical. Implementing learning through augmented reality worksheets employing an inquiry-scaffolding model enhanced students' CTS by 0.30 with moderate criteria. The breakdown of students' CTS following the augmented reality worksheets with inquiry-scaffolding models showed a distribution of 19.44% less critical, 69.44% critical, and 11.11% very critical. From the research findings, it can be concluded that augmented reality worksheets using the inquiry-scaffolding model effectively train students' CTS in learning physics. Through learning with augmented reality worksheets, students are trained to analyze arguments, consider the validity of various sources, make inferences and general conclusions, and make decisions. Scaffolding procedure: explaining, modeling, and questioning can provide an overview of cause and effect, and abstraction of a concept as a provision to strengthen CTS.

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Vol. 6 No. 1 (2024)
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Author Biography

Affa Ardhi Saputri, Universitas Islam Negeri Walisongo Semarang

  • Department of Physics Education
  • Profile in Sinta (click here)

 

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