Development of Guided Inquiry-Based Learning Tools to Train Early Childhood Critical Thinking Skills

Abstract

This study aims to develop a guided inquiry-based learning device to train critical thinking skills in early childhood. The learning devices developed are in the form of daily learning plans (RPPH), magazines, and critical thinking skills observation sheets. This learning device was developed using the Four-D development model, namely design, define, develop, and disseminate. The learning devices that have been prepared were then validated by two validators with results showing Very Valid. The magazine obtained an average validation value of 3.59. RPPH obtained a validation value of 3.64. While the critical thinking skills observation sheet obtained a validation value of 3.55. Data collection techniques in this study used observation, expert validation, and documentation. Observation was used to collect data on students' critical thinking skills, validation was used to collect data related to the value of the developed learning device, and documentation was used to collect information needed in this study. Based on the results shown in this study, it can be concluded that the guided inquiry-based learning device developed is valid and effective for training critical thinking skills in early childhood which is one of the significant skills that children must have from an early age.