How effective is the use of the ICARE model (Introduction, Connection, Application, Reflection, and Extension) in developing critical thinking and collaborative skills among students on the topic of momentum and impulse? Carolina Sri Athena Barus^1, Parsaoran Siahaan^2, Endi Suhendi^3, Ahmad Samsudin^4
Program Studi Pendidikan Fisika, Universitas Pattimura, Ambon, Indonesia
Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Bandung, Indonesia
Abstract
The purpose of this research is to investigate the effectiveness of the critical thinking skills and collaborative skills of students in learning using the ICARE model (Introduction, Connection, Application, Reflection, and Extension). The research design used in this study is an explanatory sequential mixed method. The research instruments consist of three instruments: an essay-based critical thinking skills test consisting of 11 questions, an assessment of collaborative skills comprising three aspects: 1) Knowing one^s responsibility within the group, 2) Demonstrating mutual respect towards fellow group members, and 3) Working as a cohesive group, and a student response questionnaire. The participants in this study are students from a high school in Lubuk Pakam city, totaling 32 students (15 males and 17 females). The ICARE model-based learning is effective in enhancing critical thinking skills, as indicated by a normalized gain value of 0.56, which falls under the moderate category, and a significance level of 0.05. The ICARE model-based learning is also effective in fostering collaborative skills, with average scores of 54.43% in the first session, 70.73% in the second session, and 80.73% in the third session. In conclusion, this study demonstrates that the ICARE learning model is effective in developing critical thinking skills and collaborative skills among high school students on the topic of momentum and impulse.
Keywords: Critical Thinking, Collaboration, ICARE Model.
