Virtual Field Trips with Inquiry learning and Critical Thinking Process: A Learning Model to Enhance Students’ Science Learning Outcomes

Abstract

This paper aimed to present a learning model using virtual field trips (VFTs) with inquiry learning and critical thinking process to enhance science learning outcomes of lower secondary students based on the research and development. Phase 1 of this paper showed the process of develop a learning model and phase 2 showed the result of implementation with the lower secondary school students. After implementation, the learning model was revised using qualitative data from observation, students’ opinion from a survey, and the assessment from experts. The research instruments used to assess science learning outcomes were the test for assessing students’ skills of concept mapping, retrieval information, meaningful communication, and critical thinking. Samples were 104 Science teachers, 26 Science education experts, 31 students attending the 8th grade of a secondary school, and 5 instructional design experts. This VFTs learning model with inquiry learning and critical thinking process consisted of five main components: 1) Content and Activities, 2) VFTs media and resources (video clips, pictures, animations, online diaries, worksheets, activity sheets, and games), 3) experts from the field trips resources, 4) a learning management system for virtual field trip, and 5) assessment and evaluation. There were three phases of learning activities: 1) Pre-using the VFT activities (1 week), 2) During the VFT activities (2 weeks), and 3) Post-using the VFT activities (2 weeks). All phases included 6 learning steps: engagement, investigation and exploration, explanation, conclusion, elaboration, and evaluation. The results of exploring effectiveness of the VFTs learning model from one group pretest posttest experimental research design showed the students’ science learning outcomes posttest scores had significantly higher than the pretest at a level of significance of .05 and five experts’ assessment before and after try-out the model were appropriate in high level.

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