This research aims to know the effectiveness of the
implementation lesson plan inquiry contextual learning to improve higher order
thinking skill of students in the lecture for microbiology. The lesson plan
that was developed in the form of inquiry contextual learning model. Research
and development includes three stages of research: study of the introduction, development
of microbiology lesson plan, and
free trial test implementation of lesson plan. Research instrument used to
collect the data consists of sheets of validation by the material, design
experts, and linguists, and test descriptions to measure higher order thinking
ability. The data analysis used descriptive statistics. A
preliminary study undertaken to 40 students who are currently attending
microbiology stated that the need for planning learning microbiology devices
applying active learning process based on inquiry contextual. Learning outcomes
during this time is more dominant in the ability of low-level thinking included
in the category of knowledge and understanding, it is necessary to design a
microbiological learning that directs the thinking ability of high-level
students, namely application, analysis, evaluation, and creation. The results
of the trial were limited to 34 students of the experimental class and 35
control-class students found that the research hypothesis was accepted, meaning
that the contextual inquiry-based
microbiology learning tools had higher-order thinking than the
traditional class.
Cite this paper
Hasruddin, Harahap, F. and Mahmud (2017). The Development of Lesson Plan of Inquiry Contextual Learning to Improve the Higher Order Thinking Skill Students at Microbiology. Open Access Library Journal, 4, e3943. doi: http://dx.doi.org/10.4236/oalib.1103943.
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