Salsabila Carissma Putri, Eko Hariyono

3D E-Worksheet on Global Warming: Its Impact on High School Students' Critical Thinking Skills

Introduction

3d e-worksheet on global warming: its impact on high school students' critical thinking skills. This study evaluates a 3D e-worksheet on global warming with guided inquiry to boost high school students' critical thinking skills. Findings show significant improvements and positive student engagement.

Abstract

Objective: This study aims to describe the implementation of the guided inquiry learning model assisted by a 3D e-worksheet on global warming, analyze improvements in students' critical thinking skills after the learning, and determine students' responses to the learning. Method: The study used a pre-experimental design with a pre-test and post-test group without a control group. The subjects were grade X students of SMA Negeri 1 Kebomas in three classes (experimental class and two replica classes). The research instruments included observation sheets for learning implementation, critical thinking tests (pre-test and post-test) based on Ennis indicators, and student response questionnaires. Data were analyzed using normality and homogeneity tests, paired t-tests, N-Gain, ANOVA, Cohen's effect size, and descriptive analysis of responses. Results: Learning implementation was categorized as very good, with meeting percentages of 86.30%, 89.81%, and 90.74%. There was a significant difference between pre-test and post-test scores (Sig. 0.000). The average N-Gain values in the three classes were 0.443, 0.554, and 0.396 (moderate category), indicating increased critical thinking skills. ANOVA results showed Sig. 0.000, meaning improvement varied across classes. Student responses were good, with average percentages above 70%, reflecting interest and new experiences in technology-based physics learning. Novelty: The novelty lies in integrating 3D e-worksheet, supported by PhET simulations, into a guided inquiry framework on global warming to train students' critical thinking skills, with consistency tested across three classes.

Review

This study explores the efficacy of a 3D e-worksheet, integrated with a guided inquiry learning model focused on global warming, in developing high school students' critical thinking skills. The researchers adopted a pre-experimental design, collecting pre-test and post-test data from three classes, and found a very high level of learning implementation and positive student responses. The core finding indicates a significant improvement in students' critical thinking skills, reflected in substantial differences between pre-test and post-test scores and moderate N-Gain values. The novelty of this work resides in its specific integration of a 3D e-worksheet, supported by PhET simulations, within a guided inquiry framework, with the intervention's consistency tested across multiple groups. While the positive results are promising, the study's methodological design presents a significant limitation. The pre-experimental design, lacking a control group, makes it challenging to definitively attribute the observed gains in critical thinking solely to the 3D e-worksheet and guided inquiry model. Without a baseline comparison, it is difficult to rule out other potential influences such as maturation, pre-test sensitization, or the Hawthorne effect. Furthermore, although ANOVA indicated significant variation in N-Gain across the three experimental classes, the abstract does not elaborate on the potential factors contributing to these differences, which could provide deeper insights into the nuanced effects of the intervention. The findings' generalizability is also limited to the specific school and grade level investigated. Despite these limitations, the study offers valuable preliminary evidence for the potential of combining innovative digital resources like 3D e-worksheets with guided inquiry to enhance higher-order thinking skills in science education. The strong student engagement and positive shifts in critical thinking scores highlight a promising avenue for educational practice. For future research, it would be highly beneficial to employ a true experimental design with a control group to strengthen causal claims. Further exploration into the specific features of the 3D e-worksheet that most effectively foster critical thinking, alongside an investigation into factors influencing the observed variation in learning gains, would significantly enrich the understanding of this approach. Expanding the study to diverse populations and subject areas would also bolster its external validity.

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