CRITICAL THINKING RESEARCH AND ENVIRONMENTAL BEHAVIOR

Classroom action research

1. EFFORTS TO IMPROVE STUDENT’S CRITICAL THINKING COMPETENCE AND ENVIRONMENTAL BEHAVIOR THROUGH THE GUIDED INQUIRY LEARNING IN SCIENCE AT SMPIT RAUDATUL JANNAH CILEGON By Ida Rosiana , S.Si . , M.Pd . Muhlisin Sidik, S.Pd . , M.Si .

2. Ida Rosiana, S.Si., M.Pd. Natural Science Teacher at SMPIT Raudhatul Jannah Komp. Serdang Metropolis, Blok Serdang – Serang, Banten [email protected]

3. Muhlisin Sidik, S.Pd., M.Si. Youth Science Club Trainer SMPIT Raudhatul Jannah Griya Bina Insani Pengasinan Kidul, Waringin Kurung- Serang, Banten [email protected]

4. Background Environmental Education can need PREFACE Science & Technology

5. Background need PREFACE Environment Education Science Education Low Environment Behavior Low Level Cognitive Competences High Environment Behavior High Critical Thinking Inquiry Learning

6. Research Purposes need PREFACE Is guided inquiry learning in Science can increase student’s critical thinking and environmental behavior at SMPIT Raudatul Jannah? Research Question I n creasing student’s critical thinking and environmental behavior throught guided inquiry learning in Science at SMPIT Raudatul Jannah.

7. Action Hypotheses PREFACE Input in carrying out the task of learning to improve the quality of learning. Provide learning alternative that can improve critical thinking competence and environmental behavior. Research Benefit Guided inquiry learning in Science can increase student’s critical thinking and environmental behavior at SMPIT Raudatul Jannah.

8. Theory THEORY Inquiry-Based Learning is a student-centered, active learning approach focusing on questioning, critical thinking , and problem solving (Barron & Hammond, 2008; Won, 2009; Alberta Learning, 2004; Sweeney, 2007; Warners & Myers, 2015 ) . By inquiry learning methods, students are able to understand Environmental Education properly so that students can be more positive that will lead him to behave environmentally sound (Mulyasa, 2002).

9. Theory THEORY O = Observation M = Manipulation G = Generalization V = Verification A = Aplication Wenning , 2011. J . Phys. Tchr. Educ. Online, 6(2) : 9 - 16

10. Theory THEORY Wenning , 2011. J . Phys. Tchr. Educ. Online, 6(2) : 9 - 16 Inquiry Steps

11. Theory THEORY Wenning , 2011. J . Phys. Tchr. Educ. Online, 6(2) : 9 - 16 Critical Thinking is defined as a composite of skills, knowledge, and attitudes that allow an individual to make inferences, deductions , interpretations, recognize assumptions, and evaluate arguments (Watson & Glaser, 1980 ).

12. Theory THEORY According Chiras (1991), in everyday life called environmentally sound behavior is an act that: use resources sparingly and conservation, reuse and recycling (recycling) materials used, managing the natural environment, and controlling population growth. Baron & Byrne (1991: 541) states that environmental behaviors such as attention to local environmental problems, such as water pollution, soil pollution, air pollution, support environmental regulations such as restrictions on pesticide use, disposal trash, and ecological behavior, such as between Other: use soap phosphate levels low, energy saving electricity. Environmental Behavior

13. Methodology and Systematic Implementation Method: Classroom Action Research Subject : Student of 9th grade-E Subject Matter: The effect of growth population to the Environmental Problem Systematic: 1. Pre-cycle 2. First cycle 3. Second cycle METHOD

14. Methodology and Systematic Implementation METHOD 1st cycle 2nd cycle Pre-cycle

15. Pre-Cycle Identification student’s critical thinking competences using research instrument of critical thinking competences by Watson & Gleiser (2002 ) Identification student’s environmental behavior using instrumental behavior adapted from Chiras ( 1991 ) and Baron & Byrne (1991) METHOD

16. First Cycle METHOD Steps Activity Planing Arrange sillaby and lesson plan about living thing interaction concept. Preparing instrument of critical thinking about living thing interaction and instrumental behavior related to living thing interaction concept. Action Guided inquiry learning process about The effect of poppulation growt to the environmental problem (Garbage and Air Pollution) Students doing group project who have prepared by teacher Observation Observing inquiry process, critical thinking competence and environmental behavior. Reflection Discussion with observers about student’s inquiry learning, evaluate student’s critical thinking competence and environmental behavior based on achievement indicators. If student’s competences or behavior were lower than achievement indicator, research must be continued to second cycle.

17. Second Cycle METHOD Steps Activity Planing Arrange sillaby and lesson plan about The effect of poppulation growt to the environmental problem ( Wter pollution) based on 1 st cycle’s reflection. Preparing instrument of critical thinking about The effect of poppulation growt to the environmental problem ( Wter pollution) Preparing tools and material for lebaoratory activity Action Guided Inquiry learning process about the effect water pollution to the goldfish activity. Students observe the effect water pollution to the goldfish activity. Observation Observing inquiry process, critical thinking competence and environmental behavior. Reflection Discussion with observers about student’s inquiry learning, evaluate student’s critical thinking competence and envi-ronmental behavior based on achievement indicators. If student’s competences or behavior were lower than achieve-ment indicator, research must be continued to third cycle.

18. Achievement Indicators METHOD Research purposes can be reached if, 1. Eighty percent (80%) of Students got a critical thinking score at least 75 point. 2. Eighty percent (80%) of Students got a environmental behavior at least “good” category.

19. Expected Result METHOD Achievement indicator can be reached by S tudents on the second cycle. Because, Students have habitual in guided inquiry learning Student critical thinking developed by inquiry activity Student’s environment behavior developed by inquiry activity, especially field observation activity

20. Time Schedulle METHOD No. Activity April June July August Sept. Oct. 1. Proposal           2. Research preparation (Syllabus, Lesson Plan, and Worksheet)           3. Research instrument arrangement           4. Validity and Reliability Tes of Research Instruments           5. Proposal Seminar           6. First cycle implementation           7 Second cycle implementation 4. Research report arrangement          

21. Environmental Behavior Instrumen DIMENSION ASPECT INDICATOR Plant Conservation Planting plant Planting plant around School Planting plant around home Caring for plants watering the plants at School Plant nurse watering the plants at home Protect plant Not damage plant at school Not damage plant at home Cleanlines Maintain Prevent others from littering Make sign for not littering Doing Clean Carry out Cleaning duties at school Carry out cleaning duties at home Care No litering at school No litering at home No litering at publicer area Energy saving Electric Use electricity as needed at School Use electricity as needed at home Turn off electrical appliances that are not used at School Turn off electrical appliances that are not used at home Fuel Using public transport to school Do not use vehicle for a short distance Water Water saving Using water as needed at school Using water as needed at home Prevent water wastage at school Prevent water wastage at home Ressource Reuse Reuse plastic bags Bring drinks and food containers Reuse waste paper Recycle Using garbage for crafts Using organic waste to compost Reduce reduce the use of tissue reduce the use of plastic bag INSTRUMENT

22. Critical Thinking Instrument INSTRUMENT

23. Environmental Behavior Instrumen DIMENSION ASPECT INDICATOR Plant Conservation Planting plant Planting plant around School Planting plant around home Caring for plants watering the plants at School Plant nurse watering the plants at home Protect plant Not damage plant at school Not damage plant at home Cleanlines Maintain Prevent others from littering Make sign for not littering Doing Clean Carry out Cleaning duties at school Carry out cleaning duties at home Care No litering at school No litering at home No litering at publicer area Energy saving Electric Use electricity as needed at School Use electricity as needed at home Turn off electrical appliances that are not used at School Turn off electrical appliances that are not used at home Fuel Using public transport to school Do not use vehicle for a short distance Water Water saving Using water as needed at school Using water as needed at home Prevent water wastage at school Prevent water wastage at home Ressource Reuse Reuse plastic bags Bring drinks and food containers Reuse waste paper Recycle Using garbage for crafts Using organic waste to compost Reduce reduce the use of tissue reduce the use of plastic bag INSTRUMENT

24. RESULT School Profile RESULT

25. RESULT PARAMETER MARK Students Number (n) 35 Minimum 29 Maximum 47 Average 36,8 Deviation Standard 5,2 Initial Condition of Research Subject Table. 1 Pretest Of Critical Thinking Competence Using instruments Godwin & Glaser (2002). Figure 1. Initial Student’s Environmental Behavior ( caring attitude to the enviornment ) RESULT

26. RESULT Cycle #1 1. Planning Lesson Plan Topic : Population and Environment/ The impact of population growth Instrument: Worksheet, Crtitical Thinking Test, Environmental Behavior Quesionaire Time Alocation: 2 x 40 minute Class: 9F RESULT

27. RESULT Cycle #1 1. Action Inquiry Learning Task: 1. The effect of Poppulation Growth to The Garbage Mass 2. The Effect of Poppulation Growth to The particle of Air Pollutant Discussion Presentation RESULT

28. RESULT Cycle #1 Parameter Mark Student Number (n) 35,0 Minimum 55,0 Maximum 96,0 Average 72,4 Deviation Standard 13,1 Critical Thinking Aspects Mark Inference 76,8 Assumtion 74,1 Deduction 75,4 Interpretation 68,0 Argument Evaluation 69,0 Table 2. Statistic of Student’s Critical Thinking Competence Table 3. Aspects of Student’s Critical Thinking Competence Figure 2. The percentage of mastery learning in cycle 1 1) Critical Thinking Competencies 3. Observation RESULT

29. RESULT Cycle #1 Tabel 4. Aspects of student caring attitude the environment cycle 1 Figure 3. Percentage of Student’s carring attitude to the environment Cycle 1 2. Student’s Attitude caring to the Environment 3. Observation Environmental Attitude Aspects Percentage (%) Always Often Sometimes Rarely Never Sum. Plant Conservation 35 38 17 8 2 100 Cleanlines 4 13 20 27 36 100 Energy Saving 8 6 21 33 32 100 Water Saving 1 3 11 38 47 100 Reuse 7 17 14 19 43 100 Recycle 13 34 29 21 3 100 Reduce 32 29 23 11 5 100 RESULT

30. RESULT Cycle #1 4. Reflection Of the few existing records in cycle 1 excess of guided inquiry learning is as follows: Students are accustomed challenged to learn to think a high level despite the changes are still little. inqury-based learning environment will encourage students to interact with the environment, observing the things that cause environmental problems, so as to form a caring attitude towards the environment. Nevertheless the attitude changes in students' total liability yet. Making students active and creative in solving the issue through discussions and presentations. The weakness of existing weaknesses in the implementation of guided inquiry learning and needs improvement efforts in the next cycle are: The guided inquiry activities through the assignment seems not optimal, due to the lack of employment opportunities or group coaching difficult, although the task has been described rinsi in class. Assignment that takes days quite burdensome for students who besekolah full day. RESULT

31. RESULT Cycle #2 1. Planning Lesson Plan Topic : Population and Environment/ The impact of population growth to the water Quality Instrument: Worksheet, Crtitical Thinking Test, Environmental Behavior Quesionaire Time Alocation: 2 x 40 minute Class: 9F RESULT

32. RESULT Cycle #2 1. Action Inquiry Learning: The effect of Detergent Consentration to fish activities Laboratory activities Presentation RESULT

33. RESULT Cycle #2 Parameter Mark Student Number (n) 35,0 Minimum 58,0 Maximum 100,0 Average 91,8 Deviation Standard 11,8 Critical Thinking Aspects Mark Inference 91,7 Assumtion 93,4 Deduction 93,7 Interpretation 94,0 Argument Evaluation 96,0 Table 2. Statistic of Student’s Critical Thinking Competence Table 3. Aspects of Student’s Critical Thinking Competence Figure 2. The percentage of mastery learning in cycle 2 1) Critical Thinking Competencies 3. Observation RESULT

34. RESULT Cycle #2 Tabel 4. Aspects of student caring attitude the environment cycle 1 Figure 3. Percentage of Student’s carring attitude to the environment Cycle 2 2. Student’s Attitude caring to the Environment 3. Observation Environmental Attitude Aspects Percentage (%) Always Often Sometimes Rarely Never Sum. Plant Conservation 24 41 20 10 5 100 Cleanlines 5 11 22 29 33 100 Energy Saving 3 12 19 28 38 100 Water Saving 5 19 25 21 30 100 Reuse 13 23 32 19 13 100 Recycle 4 11 16 26 43 100 Reduce 11 16 34 20 19 100 RESULT

35. RESULT Cycle #2 4. Reflection S tudent inquiry activities much progress Students become actively carry out the activities with the group, discussions, and presentations with a good result. The opinion also states that students learning by guided inquiry in motivating her to find new things that exist in everyday life. RESULT

36. DISCUSSION Mastery Learning Percentage (%) Pre-cycle Cycle 1 Cycle 2 Mark  75 46 91 Mark < 75 100 54 9 Table 8. S tudents ' critical thinking competence Mastery Learning Percentage (%) Pre-cycle Cycle 1 Cycle 2 LESS 30 3 FAIR 50 26 27 GOOD 20 71 73 Tabel 9. Student’s carring attitude to the environment

37. CONCLUSSION Cycle 1: I nqury based environment makes students active and creative in solving problems through discussions and presentations. Can encourage students to interact with the environment, observing the things that cause environmental problems, so as to form a caring attitude towards the environment. the students are still not familiar with the inquiry learning by way of assignment. Cycle 2 G uided inquiry learning makes students become actively carry out the activities with the group, discussing and presenting the results properly. Can motivate and discover new things there delam everyday life

38. CONCLUSSION The guided inquiry learning in Science can increase student’s critical thinking and environmental behavior at SMPIT Raudatul Jannah

39. RECOMENDATION The guided inquiry learning in Science should be applied in Science Learning to icrease stident’s critical thinking competence Environmental Education should be implemented in Science Learning to icrease environmental behavior.