The Effectiveness of Contextual-Inquiry Lesson Plan on Higher Order Thinking Skills

DOI

10.2991/assehr.k.201124.015How to use a DOI?

Keywords

higher order thinking skills, effectiveness, contextual-inquiry, learning model

Abstract

Teaching and learning strategy are important in teaching-learning processes to produce effective and efficient learning, and achieving the learning goals. Contextual inquiry is one of the models that can accommodate students to express their own opinions when dealing with all problems they faced during learning process. The purpose of this study is to test the effectiveness of application of contextual inquiry lesson plan on students’ higher order thinking skills. This study is quasi-experimental research using pretest-posttest designs. The research subject is determined through random sampling method. Data collected through pretest and posttest and measured by using essay tests. The data statistically analyzed by using independent sample t-test using SPSS 22. for Windows. The result shows that there was a significant difference between experiment class and control class in higher order thinking skills (tcount= 1,549; p =0,125). The result concludes that there is influence of contextual inquiry lesson plan on students’ higher order thinking skills.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Henni Rahayu Siregar
AU  - Hasruddin
AU  - Martina Restuati
PY  - 2020
DA  - 2020/11/25
TI  - The Effectiveness of Contextual-Inquiry Lesson Plan on Higher Order Thinking Skills
BT  - Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020)
PB  - Atlantis Press
SP  - 60
EP  - 63
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201124.015
DO  - 10.2991/assehr.k.201124.015
ID  - Siregar2020
ER  -