Critical Thinking Development in Physics Education Through The Implementation of the BW-ExPort Model at Madrasah Aliyah

Nasrun  Balulu; Isnawati Isnawati; Supriyadi Supriyadi; Budi Jatmiko; Zulkifli Ahmad; Iqbal Limatahu; Amiruddin Takda

Authors

Nasrun Balulu Physics Education Study Program, Universitas Khairun, Ternate, Indonesia
Isnawati Isnawati Department of Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Supriyadi Supriyadi Department of Science Education, Universitas Pendidikan Indonesia, Bandung; Department of Physics Education, Universitas Musamus, Merauke, Indonesia
Budi Jatmiko Graduate School, Universitas Negeri Surabaya, Surabaya, Indonesia
Zulkifli Ahmad Department of Biology Education, Universitas Khairun, Ternate, Indonesia
Iqbal Limatahu Physics Education Study Program, Universitas Khairun, Ternate, Indonesia
Amiruddin Takda Department of Physics Education, Universitas Halu Oleo, Kendari, Indonesia

Keywords:

BW-ExPort Model, Critical Thinking, Madrasah Aliyah, Physics Education

Abstract

Physics practicum activities in Madrasah Aliyah (MA) require learning models that not only strengthen students’ cognitive skills but also integrate character values aligned with Islamic education. This study aims to develop and evaluate the BW-ExPort (Based–Writing–Experimental Report) learning model to improve students’ critical thinking skills during physics practicum activities in MA. Using a Research and Development (R&D) design, the study proceeded through three stages: preliminary study, model development, and field testing. The participants consisted of 82 eleventh-grade students from two MA in North Maluku. Data were gathered through expert validation, classroom observation, and critical thinking assessments, and analyzed using the Rasch model with stacking and racking techniques. Stacking analysis via the Wright Map revealed a clear increase in student ability, shifting from pre-test logits (–3 to 0) to post-test logits (0 to +3), with one student reaching +4. Interpretation and explanation items became easier after the intervention, while evaluation and inference items remained comparatively difficult, indicating the need for additional scaffolding. Racking analysis further confirmed increased item ease, suggesting improved mastery. The BW-ExPort model is valid, practical, and effective in strengthening students’ critical thinking during physics practicum activities. By integrating Islamic scientific ethics such as honesty and responsibility, BW-ExPort offers a culturally grounded and impactful model for digital-based science learning that supports both cognitive growth and character development in Islamic educational settings.

References

Admoko, S., Hanifah, N., Suprapto, N., Hariyono, E., and Madlazim, M. (2021). The implementation of Argument Driven Inquiry (ADI) learning model to improve scientific argumentation skills of high school students. Journal of Physics: Conference Series, 1747 (1), 012046. https://doi.org/10.1088/1742-6596/1747/1/012046

Amelia, R., Budiasih, E., and Yahmin. (2020). Promoting the scientific argumentation skills of students using ADI-S and ADI models in chemical kinetics teaching. AIP Conference Proceedings, 2215(1), 020001. https://doi.org/10.1063/5.0000753

Balulu, N., Budi J., Limatahu I., and Takda A. (2023). Model Pembelajaran Based Writing Experiment Report (BW-ExPort) (1st ed.). Malang: AE Publishing.

Bonham, S. W., Jones, K., Luna, B., and Pauley, L. (2018). An integrated model for teaching writing in the introductory laboratory. Journal of College Science Teaching, 48(2), 40-47. https://doi.org/10.2505/4/jcst18_048_02_40

Cetin, P. S., and Eymur, G. (2017). Developing students’ scientific writing and presentation skills through argument driven inquiry: An exploratory study. Journal of Chemical Education, 94(7), 837-843. https://doi.org/10.1021/acs.jchemed.6b00915

Chin, C., and Osborne, J. (2010). Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science. Journal of research in Science Teaching, 47(7), https://doi.org/10.1002/tea.20385

Çikmaz, A. (2014). Examining Two Turkish Teachers’ Questioning Patterns in Secondary School Science Classrooms. University of Iowa, Iowa City, IA, United States.

Cronje, J. (2013). What is this thing called “design” in design research and instructional design. Educational Media International, 50(1), 1-11. https://doi.org/10.1080/09523987.2013.777180

Cronje, R., Murray, K., Rohlinger, S., and Wellnitz, T. (2013). Using the science writing heuristic to improve undergraduate writing in biology. International Journal of Science Education, 35(16), 2718-2731. https://doi.org/10.1080/09500693.2011.628344

Greenbowe, T. J., Poock, J. R., Burke, K. A., and Hand, B. M. (2007). Using the science writing heuristic in the general chemistry laboratory to improve students' academic performance. Journal of Chemical Education, 84(8), https://doi.org/10.1021/ed084p1371

Gunawan, S., Syifa, M., Irianto, D. M., and Sukardi, R. R. (2023). Investigates The Implementation of Kinesthetic Intelligence-based Thematic Learning: A Case Study in Elementary School's Second-Grade. Equator Science Journal, 1(1), 1-8. https://doi.org/10.61142/esj.v1i1.2

Gunel, M., Hand, B., and Prain, V. (2007). Writing for learning in science: A secondary analysis of six studies. International Journal of Science and Mathematics Education, 5(4), 615-637. https://doi.org/10.1007/s10763-007-9082-y

Hand, B., Suh, J., and Fulmer, G. (2022). Understanding the transition to knowledge generation environments: Examining the role of epistemic orientation and tool use. In Science Press (Ed.), Education and new developments 2022, 1, 68–72. https://doi.org/10.36315/2022v1end015

Hike, N., and S. J. Hughes-Phelan. (2020). Using the Science Writing Heuristic to Support NGSS-Aligned Instruction. Journal of Chemical Education 97(2):358–67. https://doi.org/10.1021/acs.jchemed.9b00472

Hofstein, A., and R. Mamlok-Naaman.(2007).The Laboratory in Science Education: The State of the Art. Chemistry Education Research and Practice 8(2):105–7. https://doi.org/10.1039/B7RP90003A

Isnawati, I., Sriyati, S., Agustin, R. R., Supriyadi, S., Kasi, Y. F., and Ismail, I. (2024). Analysis of Question Difficulty Levels Based on Science Process Skills Indicators Using the Rasch Model. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 9(1), 31-41. https://doi.org/10.24042/tadris.v9i1.22410

Jashari, L. Thaqi, and M. Dagarin Fojkar. (2019).Teachers’ Perceptions of Developing Writing Skills in the EFL Classroom.” ELOPE: English Language Overseas Perspectives and Enquiries 16(2):77–90. https://doi.org/10.4312/elope.16.2.77-90

Katchevich, D., A. Hofstein, and R. Mamlok-Naaman. (2013). Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Research in Science Education 43(1):317–45. https://doi.org/10.1007/s11165-011-9267-9

Keys, C. W., Hand, B., Prain, V., and Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of research in science Teaching, 36(10), 1065-1084. https://doi.org/10.1002/(SICI)1098-2736(199912)36:10%3C1065::AID-TEA2%3E3.0.CO;2-I

Kusumawati, T. R. D., Supeno, and A. D. Lesmono. (2020). Student Worksheet Based on Inquiry with Vee Map to Improve Writing Skills in Physics Learning. Journal of Physics: Conference Series 1465(1):12034. https://doi.org/10.1088/1742-6596/1465/1/012034

Laliyo, L. A. R., Sumintono, B., and Panigoro, C. (2022). Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model. Heliyon, 8(3). https://doi.org/10.1016/j.heliyon.2022.e09126

Larkin, T. L. (2019, June). Free-Writing with a TWIST: A Novel Strategy to Enhance Student Learning in Physics. In 2019 ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--32858

Lembke, E. S., McMaster, K. L., McKevett, N., Simpson, J., and Birinci, S. (2021). Innovations in early writing intervention: What teachers should know. In The next big thing in learning and behavioral disabilities. Emerald Publishing Limited, 31, 173-189. https://doi.org/10.1108/S0735-004X20210000031011

Lenkeit, J., J. Chan, T. N. Hopfenbeck, and J. A. Baird. (2015). A Review of the Representation of PIRLS Related Research in Scientific Journals. Educational Research Review 16.102–15. https://doi.org/10.1016/j.edurev.2015.10.002

Mah, B. Y., Rahim, S. A., Marimuthu, R., and Liaw, S. C. (2021). The Effectiveness of WeCWI-Enabled Web-based Instructional Tool to Improve Writing Performance and Critical Thinking Level among Undergraduate Students. IBIMA Business Review, 1-12. https://doi.org/10.5171/2021.932485

Roberts, G., N. Scammacca, D. J. Osman, C. Hall, S. S. Mohammed, and S. Vaughn. (2014). Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall. Educational Psychology Review, 26(3):451–68. https://doi.org/10.1007/s10648-014-9266-2

Safitri, M. A. D., E. Budiasih, and S. Marfu’ah. (2020). Mind Mapping in Argument-Driven Inquiry (ADI) Model to Improve Students’ Critical Thinking Skills with a Different Prior Knowledge in the Topic of Reaction Rate. P. 2022 in AIP Conference Proceedings. https://doi.org/10.1063/5.0000755

Simbolon, M., Pongkendek, J. J., Henukh, A., and Rochintaniawati, D. (2025). AI-driven sociocultural interactive digital module for Papua: Advancing educational technology to sustainable developments goal. International Journal of Learning, Teaching and Educational Research, 24(2), 543-559. https://doi.org/10.26803/ijlter.24.2.27

Sumintono, B., and Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House

Wu, Y., Sheffield, W., Mahowald, K., and Li, J. J. (2023). Elaborative simplification as implicit questions under discussion. arXiv preprint arXiv:2305.10387. https://doi.org/10.48550/arXiv.2305.10387

Xu, H., and Talanquer, V. (2013). Effect of the level of inquiry of lab experiments on general chemistry students’ written reflections. Journal of Chemical Education, 90(1), 21-28. https://doi.org/10.1021/ed3002368

Yumesri, Risnita, Sudur, and Asrulla. (2024). Etika Dalam Peneltian Ilmiah. Jurnal Genta Mulia, 15(2), 63-69. Retrieved from https://ejournal.uncm.ac.id/index.php/gm/article/view/1143