Penerapan Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Keterampilan Proses Sains Siswa SMP pada Materi Sistem Pernapasan

Implementation of Guided Inquiry Learning to Improve Junior High School Students' Science Process Skills on Respiratory System Material 

Penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan proses sains siswa melalui model pembelajaran inkuiri terbimbing pada materi sistem pernapasan, serta menilai keterlaksanaan pembelajaran dan respons siswa. Penelitian menggunakan desain One Group Pretest-Posttest dengan pendekatan deskriptif kuantitatif. Data diperoleh melalui tes, observasi, dan angket. Indikator keterampilan proses sains yang dikaji mencakup mengidentifikasi variabel, mengajukan hipotesis, mendefinisikan operasional variabel, merancang penelitian, dan menginterpretasi data. Hasil penelitian menunjukkan bahwa model inkuiri terbimbing memberikan dampak sangat besar terhadap peningkatan keterampilan proses sains dengan effect size sebesar 2,28. Keterlaksanaan pembelajaran tergolong sangat baik dengan capaian 96,5%, dan respons siswa juga sangat positif, yaitu sebesar 97%. Dengan demikian, model inkuiri terbimbing terbukti efektif dalam meningkatkan keterampilan proses sains dan layak diterapkan pada pembelajaran berbasis aktivitas laboratorium. 

Kata kunci: Inkuiri terbimbing, Keterampilan proses sains, Sistem pernapasan. 

This study aims to describe the improvement of students' science process skills through a guided inquiry learning model on the respiratory system material, as well as to assess the implementation of learning and student responses. The study used a One Group Pretest-Posttest design with a quantitative descriptive approach. Data were obtained through tests, observations, and questionnaires. The indicators of science process skills studied included identifying variables, proposing hypotheses, defining operational variables, designing research, and interpreting data. The results showed that the guided inquiry model had a very large impact on improving science process skills with an effect size of 2.28. The implementation of learning was classified as very good with an achievement of 96.5%, and student responses were also very positive, which was 97%. Thus, the guided inquiry model has proven effective in improving science process skills and is feasible to be applied to laboratory activity-based learning. 

Keywords: Guided inquiry, Science process skills, Respiratory system.