Implementasi Pembelajaran Inkuiri Terbimbing Melalui Pendekatan Science, Technology, Engineering, And Mathematics Untuk Meningkatkan Keterampilan Berpikir Kritis

Implementation of Guided Inquiry Learning Through Science, Technology, Engineering, And Mathematics Approach to Improve Critical Thinking Skills

Penelitian ini bertujuan mendeskripsikan (1) peningkatan keterampilan berpikir kritis peserta didik setelah penerapan inkuiri terbimbing melalui pendekatan STEM, (2) keterlaksanaan pembelajaran inkuiri terbimbing melalui pendekatan STEM, dan (3) respon peserta didik setelah mengikuti pembelajaran inkuiri terbimbing melalui pendekatan STEM. Jenis penelitian yang digunakan pre-experimental design one group pretest posttest. Metode pengumpulan data adalah tes, observasi, dan angket. Hasil rata-rata N-gain sebesar 0,72 kategori peningkatan tinggi. Hasil uji normalitas pretest menunjukkan Sig. 0,165 dan posttest menunjukkan Sig. 0,071, kedua nilai tersebut berarti berdistribusi normal. Hasil uji t menunjukkan Sig. 0,001, artinya terdapat perbedaan yang signifikan antara kedua tes. Didukung dengan hasil rata-rata persentase keterlaksanaan pembelajaran pada pertemuan I, II, dan III sebesar 97,71%, 97,71%, dan 98,79%. Proses pembelajaran memperoleh respon positif oleh peserta didik dengan rata-rata persentase sebesar 86,04% kategori sangat tinggi.

Kata Kunci: Inkuiri Terbimbing, STEM, Keterampilan Berpikir Kritis.

This study aims to describe (1) the improvement of students' critical thinking skills after the application of guided inquiry through the STEM approach, (2) the implementation of guided inquiry learning through the STEM approach, and (3) students' responses after participating in guided inquiry learning through the STEM approach. The type of research used was pre-experimental design one group pretest posttest. Data collection methods are tests, observations, and questionnaires. The average N-gain result was 0.72 in the high improvement category. The pretest normality test results showed Sig. 0.165 and posttest shows Sig. 0.071, both values mean normal distribution. The t test results show Sig. 0.001, meaning there is a significant difference between the two tests. Supported by the results of the average percentage of learning implementation at meetings I, II, and III of 97.71%, 97.71%, and 98.79%. The learning process received a positive response by students with an average percentage of 86.04% in the very high category.

Keywords: Scientific Literacy, Discovery Learning, Socio Scientific Issues.