Analisis Keterampilan Berpikir Kritis Peserta Didik Melalui Model Inkuiri Terbimbing Pada Materi Laju Reaksi

Analysis of Students Critical Thinking Skill Through Guided Inquiry Model on Reaction Rate Material

Penelitian ini bertujuan untuk mengetahui keterampilan berpikir kritis peserta didik pada materi laju reaksi. Proses pembelajaran dilakukan secara daring menggunakan model inkuiri terbimbing. penelitian ini menerapkan metode deskriptif kuantitatif yang didesain dengan pola one group pretest-posttest. Data penelitian diambil dari hasil pengamatan dan tes melalui lembar pengamatan keterlaksanaan model pembelajaran dan lembar soal berpikir kritis. Subyek yang terlibat yakni 32 orang peserta didik kelas XI MIPA 1 SMA Negeri 1 Taman. Hasil penelitian memberikan gambaran bahwasannya keterampilan berpikir kritis dari peserta didik meningkat yang dilihat dari rincian n-gain skor berikut: indikator interpretasi senilai 0,74; inferensi senilai 0,76; dan eksplanasi senilai 0,86 dengan kategori tinggi serta indikator analisis senilai 0,63 termasuk kategori sedang. Hasil uji paired sample t-test menunjukkan angka sig. (2-tailed)  0,000 yang menyatakan apabila antara nilai posttest dan pretest terdapat perbedaan berarti serta signifikan yang mengindikasikan penerapan model inkuiri terbimbing selama pembelajaran berpengaruh untuk meningkatkan keterampilan berpikir kritis peserta didik.

This research aimed to discover students’ critical thinking skills on reaction rate material. The learning process was done online using the guided inquiry model. This research applied quantitative descriptive method designed with one group pretest-posttest pattern. Research data was collected from observation and test results through observation sheets of learning model workability and critical thinking question sheets. Subjects involved in this research was 32 students of class XI MIPA 1 SMA Negeri 1 Taman. The result gave an overview that student’s critical thinking skills increased which seen from n-gain score as follows: interpretation indicator as of 0.74; inference as of 0.76; and explanatory as of 0.86 with high category and analysis indicator as of 0.63 which was middle category. The result of paired sample t-test examination showed the number of sig. (2-tailed) 0.000 that stated whenever found big and significant difference between posttest and pretest scores which indicated the application of guided inquiry model during learning took effect on increasing students’ critical thinking skills.