Implementasi Model Guided Inquiry Pada Materi Pencemaran Air Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Implementation of The Guided Inquiry Model On Water Pollution To Increase Students' Critical Thinking Skills

Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis pada materi pencemaran air setelah diimplementasikan model guided inquiry. Penelitian ini menggunakan rancangan one-group pretest-posttest design, dengan melibatkan 29 peserta didik kelas VII di SMPN 17 Surabaya. Lembar keterlaksanaan pembelajaran, lembar tes keterampilan berpikir kritis, dan lembar angket respons peserta didik digunakan sebagai instrumen pada penelitian. Data dikumpulkan dengan teknik observasi, tes tulis, dan angket. Uji normalitas, uji hipotesis, analisis N-gain, persentase keterlaksanaan pembelajaran, dan persentase angket respons peserta didik digunakan sebagai teknik analisis data. Keterlaksanaan pembelajaran model guided inquiry ini masuk kategori baik sekali dengan rata-rata persentase 94,45%. Keterampilan berpikri kritis peserta didik mengalami peningkatan sebesar 0,4019 yang masuk kategori sedang. Respons peserta didik terhadap pembelajaran dengan model guided inquiry mendapatkan rata-rata persentase 91,7% dengan kategori baik sekali. Berdasarkan penjelasan tersebut, dapat disimpulkan jika keterampilan berpikir kritis peserta didik dapat ditingkatkan dengan implementasi model guided inquiry, terutama pada materi pencemaran air. 

Kata kunci: Guided Inquiry, Pencemaran Air, Keterampilan Berpikir Kritis

This study aimed to described critical thinking skills on water pollution material after the implementation of the guided inquiry model. This researched used a one-group pretest-posttest design by involving 29 students 7^th grade at SMPN 17 Surabaya. Use of learning implementation sheets, critical thinking skills test sheets, dan student response questionnaire sheets as research instruments. Data were collected using observation, written test and questionnaire. Normality test, hypothesis test, N-gain analysis, percentage of learning implementation, and percentage of questionnaire were used as data analysis techniques. The implementation of the guided inquiry learning model is in the very good category with an average percentage of 94,45%. Students critical thinking skills increased by 0,4019, which is in the medium category. Student responses to learning using the guided inquiry model received an average percentage of 91,7% in the very good category. Based on this explanation, it can be concluded that students’ critical thinking skills can be improved by implementing the guided inquiry model, especially on water pollution material.

Keywords: Guided Inquiry, Critical Thinking Skills, Water Pollution