ARGUMENT-DRIVEN INQUIRY FOR ENHANCING CREATIVE PROBLEM-SOLVING THINKING IN ENVIRONMENT PROBLEM TOPIC OF 9TH GRADE STUDENTS
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Abstract
This action research aims to 1) implement the Argument-Driven Inquiry (ADI) Instruction for enhancing creative problem-solving thinking, and 2) intends to study the results of student’s creative problem-solving thinking abilities. The participants in the study were 30 nineth grade students in the 2022 academic year. The research instruments consisted of lesson plans using the argument-driven inquiry model, reflective learning management form, worksheet, and the assessment forms of creative problem-solving thinking. Qualitative data were analyzed using content analysis and quantitatively using mean and percentage values.
The findings indicated that 1) the learning management of Argument-Driven Inquiry (ADI) to emphasized in organizing learning activities were giving examples of situations that students encounter in daily life. The teacher advises students to investigate issues to explore and using the information to create arguments for discuss and reason, convincing evidence supporting the conclusion (claims). Offering a variety of ways to think about solving problems that were suitable for the problem situations, write a survey report for evaluate your friends’ report and improve your own, and 2) the creative problem-solving thinking abilities of students’ level had increased both during and after the learning management to each sub-component, namely searching for truth and finding problems. There was the lowest percentage of scores of 63.33 and finding an answer acceptable with the highest percentage of scores equal to 86.67.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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