PENERAPAN MODEL PEMBELAJARAN INQUIRY CYCLE BERBANTUAN JAVALAB UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI BUMI DAN TATA SURYA

IMPLEMENTATION OF INQUIRY CYCLE LEARNING MODEL ASSISTED BY JAVALAB TO FACILITATE CRITICAL THINKING SKILLS ON EARTH AND SOLAR SYSTEM 

Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis setelah dilatih dengan penerapan model pembelajaran inquiry cycle berbantuan JavaLab pada materi Bumi dan Tata Surya. Penelitian ini menggunakan rancangan one-group pretest-posttest design dengan melibatkan 32 peserta didik kelas VII di salah satu SMPN di Kabupaten Gresik. Teknik pengumpulan data yang digunakan, yaitu tes tulis, observasi, dan survei. Data yang telah terkumpul kemudian dianalisis menggunakan statistik deskriptif, normalized gain, visualisasi scatterplot, statistik inferensial, keterlaksanaan pembelajaran, persentase aktivitas pembelajaran, dan persentase angket respons.  Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis peserta didik meningkat dengan kriteria sedang, namun menunjukkan efek yang kecil terhadap pemberian perlakuan yang dibuktikan pada distribusi posterior dengan nilai effect size negatif.  Keterlaksanaan pembelajaran dengan model inquiry cycle terlaksana seluruh tahapan dan diperoleh persentase aktivitas pembelajaran dengan instruksi aktif yang lebih dominan. Respons peserta didik terhadap pembelajaran dengan model inquiry cycle berbantuan JavaLab mendapat persentase dengan tingkat persetujuan sangat setuju dengan kriteria tiap indikator. Berdasarkan pemaparan tersebut meskipun terdapat keterbatasan, dapat disimpulkan bahwa keterampilan berpikir kritis peserta didik dapat dilatihkan dengan penerapan model pembelajaran inquiry cycle berbantuan JavaLab, khususnya pada materi Bumi dan Tata Surya.

Kata kunci: Inquiry Cycle, JavaLab, Keterampilan Berpikir Kritis

This study aimed to describe critical thinking skills after the implementation of the inquiry cycle learning model assisted by JavaLab on Earth and Solar System. This research used a one-group pretest-posttest design by involving 32 students 7^th grade at one of Public Junior High School in Gresik Regency. Data were collected using written tests, observations, and surveys. Then, data were analyzed using descriptive statistics, normalized gain, scatterplot visualization, inferential statistics, the implementation of learning, percentage of learning activities, and percentage of response questionnaire. The results showed that critical thinking skills of students increased with medium criteria, but showed a small effect on the treatment as evidenced in the posterior distribution with a negative value effect size. The implementation of learning with the inquiry cycle model was carried out in all phases and obtained a percentage of learning activities with active instruction more dominant. Students’ responses to learning with the inquiry cycle model assisted by JavaLab received a percentage with a level of agreement that strongly agreeing with the criteria for each indicator. Based on the findings, although there are limitations, it can be concluded that the critical thinking skills of students can be facilitated with the implementation of the inquiry cycle learning model assisted by JavaLab, especially in the Earth and Solar System.

Keywords: Inquiry Cycle, JavaLab, Critical Thinking Skills