Research Trends in Group Investigation Learning Model for Critical Thinking Skills in Science Learning

Anisa Ayu Solikah; Sulistyo Saputro; Sri Yamtinah; Mohammad Masykuri

doi:10.21831/jipi.v10i1.70942

Research Trends in Group Investigation Learning Model for Critical Thinking Skills in Science Learning

Anisa Ayu Solikah, Sebelas Maret University, Indonesia
Sulistyo Saputro, Sebelas Maret University, Indonesia
Sri Yamtinah, Sebelas Maret University, Indonesia
Mohammad Masykuri, Sebelas Maret University, Indonesia

10.21831/jipi.v10i1.70942

Abstract

The 21st-century learning needs to be applied in science learning amidst the rapid development of this era to equip students with important skills, such as critical thinking skills. One of the factors that affect the success of learning is a learning model that has unique characteristics. The Group Investigation Learning Model is a learning model that allows students to play an active role in determining their learning goals and processes, including critical thinking skills. To see the application of the Group Investigation Learning Model in improving critical thinking skills, it is necessary to carry out a literature review study using the VOSviewer. This research used the publish or publish method with the Google Scholar database and obtained 985 articles selected using certain criteria to obtain 76 relevant articles. The results of the analysis with the VOSviewer based on network, overlay, and density visualization, show that the Group Investigation Learning Model is used to improve 21st-century skills, including critical thinking skills. Further analysis shows that research on high school biology subjects that apply the Group Investigation Learning Model dominates compared to other science fields. The implications of the results of this review can be a reference for further research to implement and develop learning models to improve critical thinking skills at the elementary and junior high school levels.

Keywords

critical thinking; group investigation; science learning.

Full Text:

FULLTEXT PDF

References

Abbas, S., Umangap, W. A., & Amin, A. M. (2023). Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills. Jurnal Pendidikan Sains Indonesia, 11(1), 1–11. https://doi.org/10.24815/jpsi.v11i1.26614

Ade Kartika. (2022). Learning Model Group Investigation (GI) in Increasing Ability Critical Thinking Students in Animal Ecology Course. Attractive : Innovative Education Journal, 5(1), 1–12. https://doi.org/10.51278/aj.v5i1.574

Ahn, E., & Kang, H. (2018). Introduction to systematic review and meta-analysis. Korean Journal of Anesthesiology, 71(2), 103–112. https://doi.org/10.4097/kjae.2018.71.2.103

Ahyar, J., & Edyansyah, T. (2021). Implementation of learning models by high school teachers in the time of covid-19 with the school of students in the City of Lhokseumawe. International Journal for Educational and Vocational Studies, 3(5), 359. https://doi.org/10.29103/ijevs.v3i5.5977

Apriani, M. S. (2017). Characteristics analysis of learning model using the context of reflective pedagogy paradigm. Proceedings of The 2017 International Conference on Research in Education, 2014, 85–98.

Arinda, Y., Wilujeng, İ., & Kuswanto, H. (2019). The Application Group Investigation (GI) Learning Model assisted Phet to Facilitate Student Scientific Work Skills. International Journal of Educational Research Review, 4(2), 254–261. https://doi.org/10.24331/ijere.518069

Asrul, N., Amaniarsih, D. S., & Juliana, J. (2021). The effect of Applyiong Group Investigation Method on Students’ Achievement in Reading Comprehension. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 9(2), 1–8. https://doi.org/10.35194/jj.v9i2.1604

Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & . I. (2016). Improving critical thinking skills through the integration of problem based learning and Group Investigation. International Journal for Lesson and Learning Studies, 5(1), 36–44. https://doi.org/10.1108/IJLLS-10-2014-0042

Baki, A., Yıldız, C., Aydın, M., & Köğce, D. (2010). The application of Group Investigation technique: the views of the teacher and students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 1(2), 166–186. https://doi.org/10.16949/turcomat.71332

Bruce, J., Weil, M., & Emily Calhoun. (2015). Models of Teaching. Pearson Education Inc.

Cano, J., & Martinez, C. (1991). Relationship Between Cognitive Performance And Critical Thinking Abilities Among Selected Agricultural Education Students. In Journal of Agricultural Education (Vol. 32, Issue 1, pp. 24–29). https://doi.org/10.5032/jae.1991.01024

Chusni, M. M. (2022). Effectiveness of discovery learning-based multiple representation module on enhancing the critical thinking skills of the students with high and low science process skills. Jurnal Inovasi Pendidikan IPA, 8(2), 199–209. https://doi.org/10.21831/jipi.v8i2.49340

Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assesment, 1–23.

Fauzi, A., Djulia, E., & Idramsa. (2019). The Effect of Inquiry Learning Model and Group Investigation Learning Model on Students’ Cognitive Skill and Critical Thinking Skill in the Ecosystem Topic at SMA Bhayangkari 1 Medan. Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019), 384(Aisteel), 145–149. https://doi.org/10.2991/aisteel-19.2019.31

Fauzi, F., Erna, M., & Linda, R. (2021). The Effectiveness of Collaborative Learning Throughtechniques on Group Investigation and Think Pair Share Students’ Critical Thinking Ability on Chemical Equilibrium Material. Journal of Educational Sciences, 5(1), 198. https://doi.org/10.31258/jes.5.1.p.198-208

Fuchs, C. (2010). Grounding critical communication studies: An inquiry into the communication theory of Karl Marx. Journal of Communication Inquiry, 34(1), 15–41. https://doi.org/10.1177/0196859909338409

Gut, D. M. (2011). Integrating 21st Century Skills into the Curriculum. Bringing Schools into the 21st Century, 137–157. https://doi.org/10.1007/978-94-007-0268-4

Haviz, M., Karomah, H., Delfita, R., Umar, M. I. A., & Maris, I. M. (2018). Revisiting Generic Science Skills as 21st Century Skills on Biology Learning. Jurnal Pendidikan IPA Indonesia, 7(3), 355–363. https://doi.org/10.15294/jpii.v7i3.12438

Herbert Thelen. (1960). Education and The Human Quest. Harper & Row.

Herlo, D., Ambrosio, E., & Galcheva, P. (2023). Analysis of the Application of the Group Investigation Learning Model and Its Influence on Students’ Critical Thinking Abilities on Chemical Elements in Eastern Europe. Journal Evaluation in Education (JEE), 4(4), 144–150. https://doi.org/10.37251/jee.v4i4.785

Huhtala, J. (1994). Group Investigation: Structuring an Inquiry-Based Curriculum. Ll. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED373050&site=ehost-live

John Dewey. (1983). Experience and Education. Macmillan.

Joyce, Bruce; Calhoun, Emily; Hopkins, D. (1999). The New Structure of School Improvement: Inquiring Schools and Achieving Students.

Joyce, B., & Weil, M. (1980). Models of Teaching (Fifth Edit). Allyn and Bacon A Simon & Scuster Company.

Kazeni, M., Baloyi, E., & Gaigher, E. (2018). Effectiveness of individual and Group Investigations in developing integrated science inquiry skills. South African Journal of Education, 38(3), 1–12. https://doi.org/10.15700/saje.v38n3a1549

Khasanah, N., & Azizah, U. (2018). Train Students’ Critical Thinking Skill Through the Implementation of Cooperative Learning Model Type Group Investigation (Gi) on Matter of Reaction Rate in Sma Negeri 1 Manyar. Unesa Journal of Chemical Education, 7(1), 81–86.

Koes, S. H., Pradana, S. D. S., & Suwasono, P. (2020). Integration Conceptual Scaffolding in The Group Investigation: Its Influence on Students’ Critical Thinking Skills. Journal of Physics: Conference Series, 1481(1). https://doi.org/10.1088/1742-6596/1481/1/012132

Komala, R., Lestari, D. P., & Ichsan, I. Z. (2020). Group Investigation Model in Environmental Learning: An Effect for Students’ Higher Order Thinking Skills. Universal Journal of Educational Research, 8(4A), 9–14. https://doi.org/10.13189/ujer.2020.081802

Kwok, S. (2018). Science Education in the 21st Century. Nature Astronomy, 2(7), 530–533. https://doi.org/10.1038/s41550-018-0510-4

Listiana, L., Susilo, H., Suwono, H., & Suarsini, E. (2016). Empowering students’ metacognitive skils through new teaching strategy (Group Investigation integrated with think talk write) in biology classroom. Journal of Baltic Science Education, 15(3), 391–400. https://doi.org/10.33225/jbse/16.15.391

Made, I., Citra, A., & Hadi Nasbey, W. (2015). Improvement of Learning Process and Learning Outcomes in Physics Learning by using Collaborative Learning Model of Group Investigation at High School (grade X, SMAN 14 Jakarta). Journal of Education and Practice, 6 No 11(11), 75–80.

Maleng, A. V., & Hartati, E. (2021). Implementing Group Investigation to Learn Reading for Senior High School Students. Language Circle: Journal of Language and Literature, 15(2), 183–192. https://doi.org/10.15294/lc.v15i2.26453

Mite, Y., & Corebima, D. A. (2017). The Correlation Between Critical Thinking and The Learning Results of The Senior High School Students in Biology Learning Implementing Group Investigation (GI) Learning in Malang, Indonesia. Journal of Applied and Advanced Research, 2(2), 56–62. https://doi.org/10.21839/jaar.2017.v2i2.57

Okur Akçay, N., & Doymuş, K. (2014). The effect of different methods of cooperative learning model on academic achievement in physics. Journal of Turkish Science Education, 11(4), 17–30. https://doi.org/10.12973/tused.10124a

Oleo, U. H., Munir, A., Oleo, U. H., & Oleo, U. H. (2020). Implementation of Group Investigation (GI) Cooperative Learning Model to Improve Students ’Critical Thinking Skills in Biology Subject. Journal of Biological Science and Education, 2(2), 69–78. https://doi.org/10.31327/jbse.v2i2.1318

Parinduri, S. H., Sirait, M., & Sani, R. A. (2017). The Effect of Cooperative Learning Model Type Group Investigation for Student’s Conceptual Knowledge and Science Process Skills. IOSR Journal of Research & Method in Education, 7(4), 49–54. https://doi.org/10.9790/7388-0704034954

Pauzi, R. Y., & Windiaryani, S. (2021). The critical thinking skills on global warming issue: Effect of the socio-scientific problems approach on problem-solving toward student’s. Biosfer, 14(2), 228–237. https://doi.org/10.21009/biosferjpb.19963

Prasetyowati, E. N., & Suyatno, S. (2016). Peningkatan Penguasaan Konsep dan Keterampilan Berpikir Kritis Siswa Melalui Implementasi Model Pembelajaran Inkuiri pada Materi Pokok Larutan Penyangga. Jurnal Kimia Dan Pendidikan Kimia (JKPK), 1(1), 67–74.

Pujiastuti, I. P., Susilo, H., & Lukiati, B. (2023). The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom. Pegem Journal of Education and Instruction, 13(4), 214–223. https://doi.org/10.47750/pegegog.13.04.26

Rivers, C., & Kinchin, I. (2019). Dynamic Learning: Designing a Hidden Pedagogy to Enhance Critical Thinking Skills Development. Management Teaching Review, 4(2), 148–156. https://doi.org/10.1177/2379298118807224

Rosiani, E., Parmin, P., & Taufiq, M. (2020). Cooperative Learning Model of Group Investigation Type on Students’ Critical Thinking Skill and Scientific Communication Skills. Unnes Science Education Journal, 9(1), 48–58. https://doi.org/10.15294/usej.v9i1.36880

Santyasa, I. W., Warpala, I. W. S., & Sudarma, I. K. (2018). The Power of Group Investigation Model on Student Critical Thinking, Attitude, and Character in Learning Physics. 274, 101–106. https://doi.org/10.2991/iccite-18.2018.23

Sari, T. N., Ulfa, A., & Pada, T. (2020). the Application of Group Investigation Model in Circulation Learning System To Improve Students’ Science Process Skills and Critical Thinking Abilities. VI(17), 178–183. https://doi.org/10.46529/socioint.202020

Setiani, R. E., & Razak, A. (2019). Implementation of Reading-Concept Map-Group Investigation (Remap-GI) Model in Biology Learning to Improve X Grade Students’ Learning Outcomes and Soft Skills. International Journal of Progressive Sciences and Technologies (IJPSAT), 14(1), 93–102. http://ijpsat.ijsht-journals.org

Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Altman, D. G., Booth, A., Chan, A. W., Chang, S., Clifford, T., Dickersin, K., Egger, M., Gøtzsche, P. C., Grimshaw, J. M., Groves, T., Helfand, M., … Whitlock, E. (2015). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015: Elaboration and explanation. BMJ (Online), 349(January), 1–25. https://doi.org/10.1136/bmj.g7647

Sharan, Y., & Sharan, S. (1990). Group Investigation Expands Cooperative Learning. Educational Leadership, 47(4), 17–21. http://12.4.125.3/ASCD/pdf/journals/ed_lead/el_198912_sharan.pdf

Starkey, L. (2011). Evaluating Learning in The 21st Century: A digital Age Learning Matrix. Technology, Pedagogy and Education, 20(1), 19–39. https://doi.org/10.1080/1475939X.2011.554021

Suhartono, Degeng, I. N. S., Suyitno, I., & Sulton. (2019). A comparison study: Effects of the Group Investigation model and the direct instruction model toward science concept understanding. Jurnal Pendidikan IPA Indonesia, 8(2), 185–192. https://doi.org/10.15294/jpii.v8i2.18135

Suprijono. (2010). Cooperative Learning. Student Libraries.

Tang, K. H. D. (2023). Student-centered Approach in Teaching and Learning: What Does It Really Mean? Acta Pedagogia Asiana, 2(2), 72–83. https://doi.org/10.53623/apga.v2i2.218

Thanavathi, C. (2022). Unit -IV MODELS OF TEACHING Model of teaching: Meaning, definitions, and function-Models: Philosophical teaching models: Insight model (Plato) Impression model (Jhon Locke) and Rule model (kanl)-Psychological models: Basic teaching model (Robert Glasser). ResearchGate, February, 1–29. https://www.researchgate.net/publication/358641922

Tuaputty, H., Leasa, M., Corebima, A. D., & Batlolona, J. R. (2021). The correlation between critical thinking skills and cognitive learning outcomes. Elementary Education Online, 20(1), 302–317. https://doi.org/10.17051/ilkonline.2021.01.029

Van Eck, N. J., & Waltman, L. (2021). Manual VOSviewer. Univeristeit Leiden, January, 54.

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10(1). https://doi.org/10.1177/2158244019900176

Wayudi, M., Suwatno, & Santoso, B. (2019). Kajian analisis keterampilan berpikir kritis siswa sekolah menengah atas. Jurnal Pendidikan Manajemen Perkantoran, 5(2), 67–82. https://doi.org/10.17509/jpm.v4i2.18008

Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry and Action in Education, 9(1), 91–102.

Wulandari, R. (2021). Characteristics and Learning Models of the 21st Century. Social, Humanities, and Educational Studies (SHEs): Conference Series, 4(3), 8. https://doi.org/10.20961/shes.v4i3.49958

Zubaidah, S. (2016). Keterampilan Abad Ke-21: Keterampilan Yang Diajarkan Melalui Pembelajaran. Seminar Nasional Pendidikan Dengan Tema “Isu-Isu Strategis Pembelajaran MIPA Abad 21, 1–17.

DOI: https://doi.org/10.21831/jipi.v10i1.70942