Fun Learning Science with the GIReSiMCo Model to Promote Students’ Critical Thinking Skills

Abstract

The cultivation of thinking skills is paramount for students, as it equips them with the intellectual tools necessary to navigate and thrive in the complexities of life. The development of these competencies can be facilitated by implementing a learning model that aligns with the characteristics inherent to the scientific discipline. A one-semester study was conducted to determine the effect of the learning model GIReSiMCo (Guided Inquiry, Reading, Sharing, Mind Mapping, and Communication) on students' critical thinking skills. The quasi-experimental research design encompassed 126 eleventh-grade students and employed a nonequivalent pretest-posttest control group. The sample of 126 students was selected from a total population of 300 students. Two types of data were collected: first, students' critical thinking skills were evaluated using essay tests; and second, students' fun learning science (FLS) was assessed using questionnaires. The critical thinking skills data were analyzed using the ANCOVA test, while the FLS data were analyzed using the ANOVA test. The study's findings indicated two notable results. First, students in the GIReSiMCo course demonstrated higher levels of critical thinking skills compared to students in the other courses. Second, the present study identified a significant discrepancy in FLS scores between students in the GIReSiMCo group and students in the comparison group. Specifically, the GIReSiMCo group demonstrated higher scores compared with students in the traditional learning group. Consequently, it can be posited that the GIReSiMCo learning model enables students to think critically. Furthermore, the GIReSiMCo model fosters a positive attitude towards learning activities, contributing to an overall positive learning experience. It is recommended that this model be applied in science learning.