Volume 4, Issue 8, August – 2019 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Practicality and Effectiveness of Student Worksheet Using

Inquiry-Based Learning Assisted by Basic Mathematics
Skills to Develop Critical Thinking Skills
Agus Riawan1, Agus Suyatna2, Kartini Herlina2
1
Physics Teacher of State Senior High School 6 Bandar Lampung
2
Graduate Program Lecturers of Physics Education, Universitas Lampung

Abstract:- The purpose of this research is to find out formulating problems and hypotheses, collecting, and
the practicality and effectiveness of student worksheet analyzing data to test the hypotheses, concluding, and
using IBL assisted by basic mathematics skills to communicating the results obtained. This is very necessary,
develop critical thinking skills. The method used was because one of the goals of science learning is to develop
quasi-experimental designs with pretest-posttest type. students' critical thinking skills (Bailin, 2002).
The practicality was obtained through the results of
observations of the learning implementation and Generally, thinking can be defined as a representation
student responses questionnaire. The effectiveness was of cognitive processing in the brain that may occur both
obtained through pretest-posttest data analyzed by N- consciously and unconsciously and may not always follow
gain and effect size. The results of the observation of the the laws of logic (Frensch and Funke, 2002). While critical
learning implementation and student responses thinking consists of mental processes, strategies, and
questionnaire were included in very good and very high representations used to solve problems, make decisions,
categories. N-gain test in control and experiment groups and learn new concepts (Sternberg, 1986). It can be said
was considered in low and medium categories. While, that people who struggle mentally to find solutions to a
the effect size obtained was in very strong category. In problem which is faced in everyday life are also thinking
general, the result shows that the student worksheet has critically.
met the criteria of practicality and effectiveness.
Critical thinking is the careful application of reason in
Keywords:- Student worksheet, IBL, Mathematic Skills, the determination of whether a claim is true (Moore dan
Critical Thinking Skills. Parker, 2009). It is because people who have critical
thinking skills not only see a problem from one side, are
I. INTRODUCTION open to new evidence even though it contradicts the idea,
do rational reasoning, prioritize evidences to support their
One of the Education For ALL (EFA) targets declared claims, draw conclusions from the facts that exist, can
in Dakkar, Senegal is to improve the quality of education solve the problems, etc. (Willingham, 2007)
so that student learning outcomes can be recognized and
measured (Unesco, 2000). This is followed up by the Critical thinking skill is one component of several
government through one of the learning system components of high-level thinking skills (Winocur, 1985).
improvement programs (Forum Koordinasi Nasional PUS, Also, in this era, the linear science and technology (IPTEK)
2013). The implementation changed the direction of developed rapidly along with the rapid development of
learning including physics learning which was carried out information both in quantity and diversity. However, the
with scientific inquiry (BSNP, 2006). Inquiry-based quantity of this information is not necessarily qualified and
learning (IBL) is a learning process which is carried out correct, so it requires the ability to select and evaluate the
through investigation as the scientists work scientifically. validity of data and information sources. Therefore, the
In other words, IBL can strengthen the relationship students are required to have critical thinking skills. Critical
between learning and research (Spronken and Walker, thinking skill is divided into 5 groups of indicators,
2010). namely: (1) elementary clarification; (2) basic support; (3)
making inference, (4) Advanced clarification; and (5)
Physics learning which has been conducted should be strategic and tactics (Ennis, 1985).
student-centered and no longer teacher-centered. Physics
learning should be emphasized in three domains, namely The facts that occur indicate that students' critical
cognitive, affective, and psychomotor (Dimyati and thinking skills in Indonesia are still low. This condition is
Mudjiono, 2006). Physics learning is conducted with a caused by the teachers who do not implement the
series of experiential activities that allow students to curriculum direction. Preliminary research conducted in
discover existing knowledge through inquiry process. It is several State Senior High Schools in Bandar Lampung
because physics is one part of the Natural Sciences which show that physics learning is not in accordance with
studies the symptoms, events or natural phenomena, and curriculum direction (Riawan and Suyatna, 2015). This is
reveals all the secrets and laws of the universe (Suparno, shown in Table 1 which provides information concerning
2007). Students work in the learning process by the condition of the learning activities occurred was started

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Volume 4, Issue 8, August – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
by connecting the material which will be studied on natural have carried out this activity and 85% of students justified
phenomena that occur. The data show that 80% of teachers it. This is the first step taken in implementing IBL.

Response (%)
Learning Activities Teachers Students
Yes No Yes No
Fenomena related to materials taught 80 20 85 15
Fenomena can cause problems 20 80 30 70
Giving temporary answers 0 100 10 90
Collecting data and information 0 100 12 88
Describing the findings and information 0 100 15 85
Explaining the materials, the examples of question, and practice questions 100 0 45 65
Table 1:-Student and teacher questionnaire analysis related to learning activities

The phenomena were presented more in notification Further learning activities are explaining the
form, and they did not reach to the level which makes the materials, giving question examples, and doing exercise. It
students ask. In fact, asking is the heart of the success of is proven that 100% of teachers do not facilitate the
IBL (YouthLearn Initiative, 2009). It is proven that 80% of students by giving them temporary answers, collecting data
teachers are aware that the phenomena given do not cause and information to build their knowledge, and describing
problems that make students try to solve them. However, what are found. Therefore, it can be said that the teachers
20% of students feel that what has been delivered by the have not carried out the curriculum instruction. Further
teachers is a problem. This is the potential that can be facts based on preliminary research are shown in Table 2.
processed so that students are able to build their
knowledge.

Response (%)
Type of Problem Teachers Students
Yes No Yes No
Students are not active 70 30 80 20
Students’ mathematics skills are low 80 20 90 10
Students’ motivations are low 70 30 60 40
Table 2:- Problems in the learning process

Table 2 illustrates that 80% of the students are Student worksheet eases teachers to manage the
passive in learning activities. This condition will not learning from teacher-centered to student-centered
develop students' critical thinking skills. Whereas, in this (Darmojo and Kaligis, 1993). This is because student
era, people whose mindset are trained are needed to play a Worksheet is the medium for teachers to guide their
role in the development of this era (Education Paradigm students to discover concepts through their own activities
Team, 2010). The opposite might occur when the teacher or in workgroups. The use of student worksheet in learning
gives students the opportunity to explore various will make it easier for students to read and absorb the
information. However, this exploration activity will not run messages contained while making it easier for teachers to
smoothly if there is no guideline namely student worksheet assess activities carried out by students (Sunyono, 2008).
which is suitable for IBL, which provide the descriptions However, the student worksheet used must meet the student
and instructions or rules that can help students to complete worksheet organization requirements in the form of
each stage of learning (Kirschner, Sweller, and Clark, didactic requirements, construction requirements, and
2006) technical requirements (Darmodjo and Kaligis, 1993).

The use of student worksheet in the learning will Another problem faced by the teachers in physics
make it easier for students to read and absorb the messages learning is student’s low mathematics skills (Rusilowati,
contained in it and make it easier for teachers to assess the 2006; Wijayanti, 2010), where 80% of teachers stated that
activities carried out by the students (Töman, Akdeniz, students’ mathematics skills are low. This situation makes
Çimer, & Gürbüz, 2013). Student worksheet can enable the students difficult to understand the concepts of Physics
students in learning to find and develop concepts as well as (Semela, 2010; Sadler and Tai, 2001). While physics
to motivate the students to improve their cognitive abilities theories can be in the form of mathematical model of
(Marrysca, Surantoro, and Ekawati, 2013). If learning several physical phenomena which are written in
activities and cognitive abilities are good, then student mathematical terms (Quale, 2011). This complexity will
worksheet can also optimize critical thinking skills cause 70% of students to have low motivation.
(Damayanti, Ngazizah, and Setyadi, 2013).

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ISSN No:-2456-2165
Physics studies natural phenomena which occur and The solution to the problem above is student
then it take benefits for life. The fact is that physics takes worksheet of development result which is suitable for IBL.
many measurements of physical entities for something It is because the appropriate student worksheet will
which is visible and interprets geometric terminology and maximize IBL activities (Suyatna, 2015). In addition, to
the structure of something not visible (Ataide and Greca, overcome the low mathematics skills, the basic
2013). Therefore, it is very natural if in the future, the mathematics skills are inserted in the worksheet. The final
existing phenomena are expressed in mathematical goal of the student worksheet is the development of
equations. Physics has an essential meaning for interpreting students' critical thinking skills. However, the product
functions that exist in the world and mathematics is the which has been developed will be good if it meets the
language used to express, handle and develop concepts and criteria of practicality and effectiveness (Nieveen, 2010).
theories of physics and it even often used to determine Therefore, to find out the quality, the student worksheet of
most of the content and meaning (Tzanakis, 2002). development result needs to be tested for its practicality
Mathematics is the language of science and it unites all and effectiveness.
subjects of science (Olatoye, 2007). Therefore, the students
must have sufficient basic mathematics skills to study II. METHOD
physics.
The method used was quasi-experimental design
If IBL is implemented in learning, students not only model with pretest-posttest type design. The pretest-
recall the existing knowledge, but it rather emphasizes in posttest design according to Creswell (2012) is shown in
discovering existing theories through scientific work. This Fig. 1 below.
process will accustom the students to practice critical
thinking and communication skills. In addition, IBL can
develop good attitude because it facilitates students to
engage in investigations of values which are embedded in Select Control Pretest No Posttest
humans in the process of building knowledge (Steed, Group Treatment
2009). Thus, physics learning which uses IBL provides Select Pretest Posttest
progress for the increase of the number of students who can Experimental
Experimental
solve personal problems and even national problems, and Treatment
Group
are ready to face the future happily (Nuangchalerm, 2014).
Fig. 1:-Quasi-experimental designs with pretest-posttest
IBL is a learning approach where the students, in the type design according to Creswell (2012)
learning process, solve the problems (problem-solving) as
the scientists do through the process of thinking and acting Based on Fig 1, the initial step taken was determining
scientifically (Nuangchalerm, 2014). Therefore, in the the experimental and control groups. Before being treated,
process, IBL involves the students in learning, formulating the experimental and control group received the initial test
questions, investigating and then building understanding, (pretest) so that the pretest value was obtained. The next
meaning and new knowledge (Alberta Education, 2004). stage, the sample was given a treatment in the form of
learning with IBL using student worksheet of development
IBL approach is intended to help the students to ask result for the experimental group and IBL without student
questions. Thus, the teachers should have the ability to ask worksheet of development result for the control group.
good questions which can be answered through During the process of applying the student worksheet in the
investigation. It is because asking students to conduct learning, the observation of learning implementation was
investigations can improve their critical thinking skills not carried out. After being given treatment, the two groups
only about their own work, but also about the results of the were given the final test (posttest) so posttest value was
research in general (Wyatt, 2005). Good questions have obtained. The last thing to do was disseminating the student
characteristics such as: (1) Questions must have the response questionnaire to the experimental group to see the
answers; (2) The answer may not be a simple fact; (3) The students’ response after the implementation of student
answer is not known yet; (4) Questions must have several worksheet in learning. The location of the research was
objective answers; and (5) Questions may not be too conducted at Senior High School 6, Bandar Lampung.
personal (YouthLearn Initiative, 2009).
A. The Practicality of the Student Worksheet of
The learning steps of IBL approach are: (1) Development Result
Questioning; (2) Defining terms; (3) Acting; (4) The practicality of student worksheet of development
Discussing; and (5) Summarizing (Nuangchalerm, 2014). result was described based on the results of the student
However, it is not much different from the inquiry model response questionnaire and observation of the learning
which is commonly known, namely: (1) planning (2) implementation. This questionnaire contains students’
collecting data (retrieving); (3) Data processing responses towards language, writing, appearance, content,
(processing); (4) compile information (creating); (5) benefits of student worksheet, and IBL used in learning. The
sharing; and (6) evaluating (Alberta Education, 2004). data analysis technique from the expert validation test was
calculated by the equation below adapted from Ratumanan &

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Volume 4, Issue 8, August – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Laurens (2011) and interpreted as a qualitative statement test was carried out with the condition that the N-gain data
based on Table 3. of the two groups were normally distributed. If the data are
not normal then the Mann Whitney test will be conducted.
Number of scores gained According to Hake (1999), the increase in pretest and
p= x 100% posttest can be calculated using the following equation:
Total scores

Qualitative Descriptions (% < Sf > −% < Si> )

Percentage (%) <g >=
Criteria (100 − % < Si >)
80.1-100 Very High
60.1- 80 High Information:
40.1-60 Moderate <g> = gain factor
20.1-40 Low <Si> = average score of initial test
0.00-20 Very Low <Sf> = average score of final test
Table 3:-The interpretation of the questionnaire percentage
according to Arikunto (2010) The criteria of gain factors <g>:
<g> > 0,7 = high
Learning Implementation Observation Sheets were used 0,3 ≤ <g> ≤ 0,7 = moderate
to observe learning difficulties by observers. This sheet <g> < 0,3 = low
contains the observer's assessment towards the learning
implementation and the accuracy of the duration of learning If the results of N-gain test indicate an increase in
activities which are in accordance with what was written in each indicator of critical thinking, then the effect size of the
the lesson plan. The technique of analyzing data from student worksheet using IBL assisted by basic mathematics
observations of the implementation of student worksheet in skills will be sought. According to Olejenik and Algina
learning is according to the implementation of the stages of (2003), effect size is a measure of the magnitude of the
learning in lesson plan. Each aspect will be given a score of 0 variable effect towards other variables, the magnitude of
if the learning stage is not implemented and the score of 1 if differences and relationships which is free from the
the learning stage is carried out, and the total learning influence of sample size. While, according to Huck (2008)
implementation score is calculated by the equation adapted and Moore (2007), it is stated that effect size can be
from Ratumanan & Laurens (2011) below and interpreted considered as a measure of the meaningfulness of research
into qualitative statements according to Table 4. results in practical exposure. Effect size can be calculated
using Cohen, Manion, and Morrison (2007) equation
Number of stages carried out below:
p= x 100%
Total number of stages
x̅E − x̅C
d=
Learning Implementation Qualitative Descriptions SDPooled
Score (%) Criteria
p ≥ 90 Very Good With SDPooled which can be calculated by using the
80 ≤ p < 90 Good equation below.
70 ≤ p < 80 Fair
60 ≤ p < 70 Poor (NE − 1)SD2E + (NC − 1)SD2C
p < 60 Very Poor SDPooled = √
NE + NC − 2
Table 4:-The implementation of Learning Criteria Adapted
from Sudjana (2005)
Information:
d = Effect size
Student worksheet of development result is stated to
x̅E = The average of experimental group
be practical if the results of student responses analysis are
at least considered in high category and analysis of the x̅C = The average of control group
results of the observations is at least in good category. SDPooled = Standard deviation of control and experimental
groups combined
B. The Effectiveness of Student worksheet of Development SDE = Standard deviation of experimental group
Result SDC = Standard deviation of control group
The effectiveness was described based on the results NE = Sample total number in experimental group
of statistical analysis of the pretest and posttest data by NC = Sample total number in control group
conducting several statistical tests including: the N-gain
test was carried out to find out the effectiveness of student In this research, the results of effect size calculation
worksheet towards the improvement of critical thinking were interpreted using the criteria of Cohen, Manion, &
skills before and after using the student worksheet of Morrison (2007) as shown in Table 4 below.
development result in the experimental and control groups.
Furthermore, to determine the difference of N-gain between
the experimental and control groups, independent sample t-

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Volume 4, Issue 8, August – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Effect Size Score Qualitative Descriptions more contextualize in demonstrating the phenomena in the
Categories student worksheet. Both plates were weighed using a spring
0.00 – 0.20 Weak Effect balance. After that those two objects were inserted into a
0.21 – 0.50 Modest Effect beaker that has been filled with water and then they were
0.51 – 1.00 Moderate Effect weighed again. This was conducted to provide various
> 1.00 Strong Effect physical information to the students. Students collected
Table 4:- The criteria of effect size information obtained from reading these phenomena and
demonstration activities. These activities were carried out
III. RESULT AND DISCUSSION according to the time allocation in the lesson plan.

A. The Practicality of Student worksheet of Development The third activity is reading student worksheet and
Result submitting the problem statement. In this activity, students
The observation of learning implementation was were discussing problems with friends in their groups and
carried out by the observer during the teaching and learning there were some who asked about making a problem
process. The Observer saw and assessed whether the statement. The students seemed to have difficulty in
learning activities which used student worksheet of making problem statements. It can be seen from the time
development result in accordance with the lesson plan. The spent which problem statements. It can be seen from the
implementation of learning activities can be seen in Table 5 time spent which was longer than the time allocation in the
which is shown below. lesson plan. However, the question or the formulation of
the problem is the key to the implementation of IBL
The first learning activity carried out is reading the (Nuangchalerm, 2014), so it becomes very important.
phenomena presented in the student worksheet of Moreover, the questions can give positive impacts to the
development result. This activity ran according to the time learning process and it is a way to develop critical thinking
allocation. The second activity is making the teachers to be skills (Dori and Herscovitz, 1999).

Implementation
Learning Activities
Yes No
Reading the phenomena contained in the student worksheet 1
Observing the demonstrations of phenomena and collecting information, facts and data. 1
Proposing the formulation of the problems 1
Analyzing information, facts, and data 1
Making hypothesis 1
Choosing tools and conducting experiment to fill in the first data in the student worksheet 1
Choosing tools and conducting experiment to fill in the second data in the student worksheet 1
Choosing tools and conducting experiment to fill in the third data in the student worksheet 1
Analyzing the experimental data 1
Drawing conclusion 1
Presenting the experimental results 1
Solving the problems 0 1
Table 5:- Learning implementation data

The fourth activity is analyzing the information, facts, groups. This activity was carried out according to the time
and data obtained through observing the phenomena carried allocation.
out through discussion. This situation was conducted to
realize interactions with the environment which involve The sixth and seventh activity are choosing the
cognitive processes (Shah, 2012). The students did experimental tools which have been provided on the table
reasoning by connecting various data and facts obtained to according to the data given in the student worksheet. This
understand the phenomena which were presented activity is the phase of conducting the experiment. Students
comprehensively as the basis to make hypotheses. This is weighed a load of 100 grams in the air followed by
in accordance with the opinion of Willingham (2007) who weighing it in the water and salt solution. Then, the
stated that rational reasoning related to the facts that exist students weighed the weight of the spilled fluid. This
can solve the problem. activity was carried out to find the difference in weight data
from objects weighed in the air with the object weighed in
The fifth activity carried out by students in the fluid to prove the difference in weight equals to the
accordance with student worksheet of development result is weight of the spilled water. This activity ran according to
making temporary answers from the formulation of the the time allocation. While, the eighth activity is conducting
problems made. The teachers monitored student activities the experiment to determine the density of the salt solution
by approaching each group. It was observed that the which had been used. This measurement was carried out
students discussed enthusiastically in their respective according to the time allocation given.

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ISSN No:-2456-2165
The ninth activity is analyzing experimental data. The develop critical thinking skills whose one of the indicators
students connected the data and facts that occurred through is drawing conclusions (Ennis, 1985). This activity was
the assistance of the questions in the student worksheet. carried out according to the planned time allocation.
Students carried out the student-centered learning. Students
were facilitated in learning because all the learning The eleventh activity is the presentation conducted by
activities carried out were contained in the student group representatives. The teacher selected a group who
worksheet (Töman, Akdeniz, Çimer, & Gürbüz, 2013). was willing to present the results of group work. It was
Students looked enthusiastic and active in discovering seen that almost all groups volunteered, because the teacher
Archimedes' law concepts. This is in accordance with the invited the group who volunteered themselves first. This
research conducted by Marrysca, Surantoro, & Ekawati activity was complemented by question and answer and
(2013) which concludes that student worksheet encourages guidance given by the teacher. The duration used is in
and motivates the students to be more active in finding and accordance with the plan made.
learning the concepts. In this part, the basic mathematics
skills were included. It was because in this activity, the The twelfth activity is solving the problems that
students found many physics equations that required an existed in the student worksheet in accordance with the
understanding of integers, decimal numbers, fractions, and conclusions obtained. However, this activity was not
squared numbers. It cannot be denied that mathematics carried out until it was finished. It was because of the plan
becomes a language and tools which are used to develop allocated. This condition was caused by the activity of
concepts and theories of physics (Tzanakis, 2002; Al- submitting the problem statement which requires additional
Omari & Miqdadi; 2014), so that in studying physics, the time.
students must possess mathematics skills.
Therefore, from 12 learning activities planned, it
The tenth activity carried out by students based on turns out that only 11 activities have been carried out. This
student worksheet is drawing conclusions based on data situation provided information that the implementation of
analysis. The students discussed with friends in the group learning activities was based on the observations of
and wrote the conclusions obtained. This activity aims to 91.67%.

The Result of Analysis

Statement Average Percentage Category
Score (%)
The language is easy to understand 3.33 83.33 Very high
The sentences are unambiguous 3.30 82.41 Very high
The activity guidance is clear 3.48 87.04 Very high
Font type, size, and space are proper 3.52 87.96 Very high
Early use of the student worksheet is interesting 3.41 85.19 Very high
The presentation style is not boring 3.44 86.11 Very high
Each page is understandable 3.33 83.33 Very high
Encouraging to think and find the answer from experimental results data 3.15 78.70 High
The assistance of basic mathematics skills help in developing mathematics skills 3.52 87.96 Very high
Always re-examine the results of work and draw conclusions 3.37 84.26 Very high
Can give conclusion and take important ideas 3.30 82.41 Very high
Can connect student worksheet with the life reality 3.44 86.11 Very high
Able to find out buoyant force equation without asking to teacher too much 3.15 78.70 High
Get knowledge by following a series of activities 3.37 84.26 Very high
Believe that it the contents are easily understood 3.22 80.56 Very high
Believe that it can make students pass the test 3.41 85.19 Very high
The contents are useful 3.48 87.04 Very high
Hoping that other materials have this kind of student worksheet 3.59 89.81 Very high
Happy to learn physics with this student worksheet 3.63 90.74 Very high
I am happy to learn using IBL 3.59 89.81 Very high
The Final Average Score 3.40 85.05 Very High
Table 6:- The recapitulation of the results of the student responses questionnaire towards the post-learning using the student
worksheet

If interpreted from the implementation criteria, this Language is a tool which is used to convey all the
percentage is included in a very good category. The results meanings contained in the student worksheet. When the
of the students’ response questionnaire have been shown in language presented in the student worksheet is easy to
Table 6. Students' responses related to the ease of understand, students will easily learn by processing
understanding the language used in the student worksheet information obtained both cognitive, affective, and
reaches 83.33% and it is included in very high category. psychomotor. It is because learning is a complex internal

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process which consists of cognitive, affective, and many questions to the teacher which reach 78.70%. These
psychomotor domains (Dimyati & Mudjiono, 2006). responses are included the high category. Basic math skills
are very much needed in learning physics. This is in
Student responses related to the unambiguous accordance with the opinion of Olatoye (2007) which states
sentences used in the student worksheet of development that mathematics is the language of science and it unites the
result do not reach 82.41% and they are included in the subject of science. While, according to Uhden, Karam,
very high category. Sentences with multiple meanings or Pietroca, and Pospiech (2012), mathematics helps in
ambiguous will cause a decision wrong. Unlike these gaining the insight concerning the concept of physics well.
student worksheet, student responses towards the trust of
being able to learn the contents well reach 80.56. They are Students' responses towards the statement which
included in the high category. Even further, the students' stated it is able to connect the contents of student worksheet
responses towards the trust that they will succeed in the test with life reality reach 86.11%. These are included in very
after studying Archimedes Law using this student high category. Good learning is a learning which is able to
worksheet reach 85.19. And they are included in the very connect learning activities with student experience.
high category. Therefore, it is important to provide learning activities that
connect the concepts and life reality. This is in accordance
Student responses related to the clarity of the student with the opinion of Madhuri, Kantamreddi, and Prakash
worksheet so that students will easily carry out activities (2012) which stated that connecting learning material with
reach 87.04%. While students' responses to the selection of life reality enables students to appreciate and relay concepts
fonts, sizes, and spaces that make it easy to read the student with life reality. Hence, when using the student worksheet,
worksheet reach 87.96%. Both of these are included in the students will get knowledge easily. It is in accordance with
very high category. The clarity in terms of writing or the responses of students which reach 84.26%. These are
sequence is needed so that the students can understand the included in the very high category. It indicates that the
commands in the student worksheet. Therefore, student student worksheet of development result has benefits for
worksheet makes it easier for students to read and absorb the students. Student responses show that the benefits of
the messages contained (Sunyono, 2008). the student worksheet which reach 87.04%, These
responses are included in very high category.
Students' responses towards the existence of sense of
attractiveness at the beginning in using student worksheet Students' responses towards the expectations of
and its attractive presentation reach 85.19% and 86.11%. making more student worksheet with other materials in it
As the result, these achievements are included in the very reach 89.81%. These are included in very high category.
high category. While, the response towards the This is a statement of advice for making similar worksheets
understandable statements, words and sentences in each for other material. This is supported by student responses
page reach 83.33% and they are included in the very high related to feeling happy with IBL which reach 89.81%. It is
category. Responses related to statement that the students consistent with the responses of previous statements. It is
think and find answers from experimental data more often true that physics learning must be carried out according to
reach 78.70%. They are included in the high category. This its nature, namely with scientific inquiry according to the
shows the responses of students to think critically, where direction of the curriculum as scientists discover theories of
students think a lot to get the answers from the formulation physics. Therefore, the students will feel happy to learn
of the problems by completing supporting evidences to physics in accordance with student responses related to
claim the truth. This is an implementation of critical feelings of pleasure in learning Archimedes Law material
thinking according to Moore and Parker (2009). This is using the student worksheet of development result which
also seen from the response of students towards the reach 90.74%.
checking of their work results which reach 84.26%. They
are included in very high category. While, the responses of Based on the implementation of learning and student
students to conclude and take important the ideas regarding response questionnaires above, two things are found
Archimedes Law reach 82.41% and they are included in namely: (1) the implementation of learning using student
very high category. worksheet of development result reaches 91.67% with very
good category; (2) The responses of students towards
Student responses towards the statements which student worksheet of development result reach 85.05% with
stated that basic mathematics skills can help in developing a very high category. Based on these two things, it can be
mathematics skills reach 87.96%. They are included in the said that the student worksheet of development result has
very high category. According to the physics learning met the practicality criteria. In other words, this student
which has been experienced by researchers, the duration of worksheet can be applied and get positive responses from
learning runs out to explain basic math problems such as the students. This is in accordance with the opinion of
fractions and algebra. With the basic skills of mathematics Plomp (2013) which states that the practicality aspect can
juxtaposed in the data analysis section, students who have be achieved when the teacher and target group of students
low basic math skills are helped. This is seen from the consider the product being developed can be used and there
students' response towards the statement that they are able is evidence which proves that the products can be used.
to understand the equations of buoyant force without asking

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ISSN No:-2456-2165
These conditions indicate that teachers and students is in accordance with the results of the research conducted
are facilitated to use the student worksheet of development by Jaya, Sadia, and Arnyana, (2014) that the practicality is
result in the learning. student worksheet helps teachers in resulted because of students' interest in the methods used in
the learning process in conveying learning messages and learning and because the learning process in inquiry
the students are helped by getting information clarity. In provides direct experience. It is with direct involvement
addition, the teachers are also able to cope with the students only that the students will have meaningful learning
who possess low mathematics skills with mathematical practices.
assistance that is included in the student worksheet and
students can learn independently about this. It is because Based on the explanation of practicality above, it can
the practicality of this student worksheet of development be concluded that the practicality of the student worksheet
result is achieved if the teachers and students can easily of development result is achieved due to several things,
apply the student worksheet in learning. This is in namely: (1) teachers and students can apply the student
accordance with the research conducted by Dewi, Sadia, worksheet of development result easily in learning; and (2)
and Riatiati (2013), Priyanti, and Suastra (2015), Novia, student interest towards the student worksheet is very high.
Hufri, and Dwiridal (2017) which stated that practical
aspects are achieved because teachers and students can B. The Effectiveness of Student Worksheet of development
apply the learning media. result
The criteria of effectiveness are described from the
In addition, because of this, students' interest in using results of the pretest and posttest statistical test data of
the student worksheet is also the reason for achieving the students in control and experimental group. The result of
practical aspects of the student worksheet of development N-gain analysis are shown in Table 5. Classically, based on
result. This interest emerges because the learning which Table 11, the N-gain of experimental group is 0.63. It is
uses this student worksheet of development result involves included in the medium category. While, the N-gain of the
the students directly at each phase of IBL. This control group is 0.29. And it is in low category. If we pay
involvement starts from observing phenomena, proposing attention to it, the N-gain of experimental groups is two
problem formulas, making hypotheses, conducting times greater than the N-gain of the control group.
experiments, analyzing data, and drawing conclusions. This

Frequency of N-gain
Group Interval
Control Group Experimental Group
0.11-0.25 10 0
0.26-0.40 13 0
0.41-0.55 5 10
0.56-0.70 0 7
0.71-0.85 0 6
0.86-1.00 0 4
Classical N-gain 0.29 0.63
Category Low Moderate
Minimum N-gain 0.14 0.41
Maximum N-gain 0.50 1.00
Total number of students 28 27
Table 7:-The recapitulation of N-gain calculation results

The results of independent sample t-test for N-gain differences that arise between the two situations can be
showed a significant difference in the average of student related to that variable. The experimental group has a
learning outcomes in the experimental and control groups. higher average because the students use the student
This condition occurs because in learning which use worksheet in learning using IBL. This is in line with the
student worksheet of development result, student are more research conducted by Septiani, Purwoko, and Aisyah
focused in conducting inquiries. Students are required to (2012) which concludes that the learning outcomes of
find the answers for the formulation of the problem raised students who use student worksheet with IBL are included
by guiding questions that have been compiled in the student in good category. Likewise, the results of the research
worksheet. With targeted inquiry, students can effectively conducted by Kusmana (2008), Pramono (2008) and the
understand the problem to be solved. research of Marrysca, Surantoro, and Ekawati (2013) which
conclude that learning with IBL can improve student
In addition, the assistance of basic mathematics skills learning outcomes.
is an accurate solution to overcome students' weak
mathematics skills. In accordance with the law of the single Therefore, it can be concluded that learning which
variable by Ary, Jacobs, Sorensen, and Razavieh (2010) uses student worksheet and IBL model can improve student
that if two situations are the same in all respects except for learning outcomes. Meanwhile, the development of
variables added or removed from one situation, then each

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Volume 4, Issue 8, August – 2019 International Journal of Innovative Science and Research Technology
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students' critical thinking skills can be seen from the results of N-gain analysis per critical thinking indicator in Table 8.

N-gain Analysis
Critical Thinking Indicators Control Group Experiment Group
Pretestt Posttest N-gain Pretestt Posttest N-gain
Elementary clarification and basic support 43,0 63,6 0,36 38,5 78,8 0,66
Making inference 38,6 56,4 0,29 41,1 80,0 0,66
Advance clarification 39,5 53,6 0,23 38,9 79,4 0,66
Strategic and tactics 29,5 46,6 0,24 36,7 70,7 0,54
Table 8:-The recapitulation of N-gain per critical thinking indicator

Based on Table 8, it is seen that the N-gain values of Susilo (2016) which stated that inquiry learning is able to
elementary clarification and basic support of control and improve students' critical thinking skills.
experimental groups are 0.36 and 0.66. Both of them are in
the moderate category. Elementary clarification and basic The Mann Whitney test on all N-gain per indicator
support indicator have N-gain for the control and data shows that there is a significant growth of critical
experimental groups of 0.29 and 0.66 in the low and thinking skills in each indicator. This result is in line with
medium categories. Advance clarification indicator has N- the research conducted by Riyadi (2008) which concluded
gain value for the control and experimental groups of 0.23 that IBL can develop students' critical thinking skills.
and 0.66. It is included in the low and medium categories. While, the opinion of Qing, Jing, and Yan (2010) stated
Whereas, strategic and tactics indicator have N-gain value that the implementation of learning with IBL can improve
for the control and experimental groups of 0.24 and 0.54. It the critical thinking skills of prospective teachers.
is included in low and medium categories. In plain view, all
indicators of critical thinking skills have increased. This is The results of the N-gain statistical test indicate that
in line with the results of research conducted by Rahma there is an increase in thinking skills in each indicator.
(2012), research conducted by Satria, Purnomo, and However, how much growth that occurs is measured using
Martini (2014) and research conducted by Kristanto and the effect size. The results of the calculation of the effect
size are shown in Table 9 below.

Effect Size Analysis

Critical Thinking Skills
Effect Size Score Category
Analyzing Arguments 0.83 Moderate effect
Asking and Answering Questions 1.22 Strong effect
Making and Considering Induction 1.20 Strong effect
Making and Considering Decision 1.01 Strong effect
Mean 1.065 Strong effect
Table 9:- The results of calculation of effect size per critical thinking indicator

Based on Table 9, the value of students' argument Students are actively involved in all learning processes
analysis skills is 0.83. This is included in the moderate while being able to build their own knowledge with the
effect category. The skills of Asking and answering assistance of student worksheet.
questions have an effect size of 1.22 which is included in
the strong effect category. Making and considering Direct student involvement causes students to use
induction skills gained an effect size of 1.20 which is their power and efforts to think critically in solving
included in strong effect category. While making and problems raised in learning activities. Students are required
considering decisions skills obtained an effect size of 1.01. to find out information that is useful for themselves to
It is included in the strong effect category. solve the problems, so that it will be easier to understand
the problems raised. Therefore, it can be said that the
If it is calculated, the results of this effect size has an effectiveness of the student worksheet of development
average of 1.065 which is included in the strong effect result is achieved because students are directly involved in
category. These results indicate a measure of the learning starting from observing phenomena to drawing
effectiveness of the student worksheet of development conclusions. This is in line with the research conducted by
result which grow critical thinking skills. This is in line Jaya, Sadia, and Arnyana (2014). Effectiveness is resulted
with the opinion of Cohen, Manion, & Morrison (2007) form the learning by conducting inquiry activities so that
which states that effect size is only a way to calculate the students are actively involved in learning directly, students
differences between two groups. For example, if one group do not just accept and memorize the information provided
has experimental treatment and the other has not (control), by the teacher, but students are required to actively find out
then effect size is a measure of the effectiveness of the concepts through learning activities.
treatment. This strong influence is caused by students who
dominate the learning activities or student-centered.

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Volume 4, Issue 8, August – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The analysis above gives several things, namely: (1) SUGGESTIONS
the average N-gain of the experimental group is
significantly greater than the control group’s; (2) the Based on the discussion and field findings that have
average N-gain per indicator of critical thinking in the been presented, if the condition of the students in learning
experimental group is greater than the control group’s; and physics has critical thinking skills and low basic
(3) the effect size of the use of student worksheet of mathematics skills, then student worksheet which use IBL
development result is included in very strong category of assisted by basic mathematics skills as the researchers have
the development in critical thinking skills. Therefore, it can developed should be applied. However, in its development,
be concluded that the student worksheet of development it is necessary to make a guideline to the formulation of the
result using IBL assisted with basic mathematics skills problem in the form of coherent guiding questions including
have met the effectiveness criteria. space to accommodate quantitative data obtained through
the presentation and observation of the learning phenomena
The student worksheet of development result has met contained.
the expected target of critical thinking skills development.
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