Penelitian ini bertujuan untuk mengetahui keterlaksanaan implementasi blended learning berbasis inkuiri pada materi larutan elektrolit dan nonelektrolit, aktivitas peserta didik ketika pembelajaran, ketuntasan klasikal, peningkatan berpikir kritis, dan respon peserta didik terhadap pembelajaran. Subjek penelitian merupakan 34 peserta didik kelas X IPA 3 SMAN 14 Surabaya tahun ajaran 2021/2022. Penelitian ini merupakan penelitian pre-experimental dengan One Group Pretest-Posttest Design. Hasil penelitian yaitu (1) Keterlaksanaan pembelajaran pada pertemuan pertama 95,37% sedangkan pertemuan kedua 94,73%, keterlaksanaan kedua pertemuan berada pada kriteria sangat baik. (2) Aktivitas relevan peserta didik pada pertemuan pertama 90,12% sedangkan pertemuan kedua 93,83%, keduanya berada pada kriteria sangat baik. (3) Ketuntasan klasikal sebesar 94,12%. (4) Keterampilan berpikir kritis peserta didik indikator analysis, inference, dan explanation mengalami peningkatan dilihat dari nilai N-Gain berturut-turut 0,92, 0,87, dan 0,84, ketiganya berada pada kategori tinggi. (5) Respon peserta didik terhadap blended learning berbasis inkuiri sangat memuaskan dengan persentase jawaban positif sebanyak 90,12%. Sehingga, dapat dikatakan implementasi blended learning berbasis inkuiri efektif meningkatkan keterampilan berpikir kritis.

Kata kunci: Blended learning; inkuiri; keterampilan berpikir kritis; larutan elektrolit dan nonelektrolit.

The aims of this study were to determine the implementation inquiry-based blended learning on electrolyte and nonelectrolyte materials, student activities during learning, classical mastery, improvement of critical thinking, and student responses to learning. The research subjects were 34 students of class X IPA 3 SMAN 14 Surabaya of the 2021/2022 academic year. This research is a pre-experimental with One Group Pretest-Posttest Design. The results of this study were (1) The implementation of learning at the first meeting was 95,37% from the second meeting 94,73%, the implementation of the two meetings was in very good criteria. (2) The relevant activities of students at the first meeting were 90,12%, the second meeting was 93,83%, both of which were in very good criteria. (3) Classical completeness is 94,12%. (4) The critical thinking skills of students with indicators of analysis, inference, and explanation have increased as seen from the N-Gain scores of 0,92, 0,87, and 0,84, all of which are in the high category. (5) The response of students to inquiry-based blended learning is very satisfying with the percentage of positive answers as much as 90,12%. So, it can be said the implementation of inquiry-based blended learning is effective in improving critical thinking skills.

Keywords: Blended learning; inquiry; critical thinking skills; electrolyte and nonelectrolyte solutions.