EFEKTIVITAS MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA SUB MATERI FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI DI SMAN 19 SURABAYA KELAS XI

THE EFFECTIVENESS OF THE GUIDED INQUIRIES LEARNING MODEL ON THE CRITICAL THINKING ABILITY OF STUDENTS IN SUB-MATTER FACTORS AFFECTING THE RATE OF REACTION AT SMAN 19 SURABAYA CLASS XI

Penelitian ini memiliki tujuan yakni mengetahui keterlaksanaan, aktivitas belajar siswa, keterampilan berfikir kritis siswa, hasil belajar siswa ranah kognitif dan respon peserta didik  siswa sebelum maupun setelah adanya pembelajaran menggunakan strategi keterampilan berfikir kritis pada sub materi faktor-faktor yang mempengaruhi laju reaksi, juga . Penelitian menggunakan metode kuantitatif tipe pra-eksperimen model One Group Pretest-Posttest Design. Instrumen menggunakan lembar pengamatan keterlaksanaan, aktivitas belajar siswa, soal pretest postest keterampilan, soal pretest postest kognitif, dan angket respon. Subyek penelitian yakni siswa di kelas XI SMAN 19 Surabaya sebanyak 23 siswa.  Penelitian menunjukkan hasil sebagai berikut: (1) Keterlaksanaan model pembelajaran inkuiri terbimbing pada pertemuan 1 mendapatkan pesrsentase sebesar 97,4% , pada pertemuan 2 sebesar 93,4% dengan kategori sangat baik. (2) Aktivitas siswa selama proses pembelajaran yang memperoleh persentase lebih besar adalah aktivitas yang relevan dibandingkan aktivitas yang tidak relevan. (3) Peningkatan keterampilan berpikir kritis berdasarkan hasil signifikasi 0,000 dibawah 0.0s sehingga diterima(4) Hasil belajar ranah kognitif siswa kelas XI MIPA 4 di SMAN 19 SURABAYA memperoleh nilai ≥ 75 dinyatakan tuntas dengan nilai n-gain rata-rata sebesar 0,85 dan ketuntasan klasikal sebesar 100% (5) Respon siswa terhadap model pembelajaran yang diterapkan yaitu inkuiri terbimbing sangat baik dengan persentase sebesar 99,6%.

This study has a purpose, namely to determine the implementation, student learning activities, students' critical thinking skills, cognitive domain student learning outcomes, and student responses before and after learning using critical thinking skills strategies on the sub-material factors that affect the rate of reaction, as well. This research uses a quantitative method of pre-experimental type with the One Group Pretest-Posttest Design model. The instrument used implementation observation sheets, student learning activities, skills pretest-posttest questions, cognitive pretest-posttest questions, and response questionnaires. The research subjects were 23 students in class XI of SMAN 19 Surabaya. The research showed the following results: (1) The implementation of the guided inquiry learning model at the first meeting got a percentage of 97.4%, at the second meeting it was 93.4% with a very good category. (2) Student activities during the learning process that get a larger percentage are activities that are relevant compared to activities that are not relevant. (3) Improving critical thinking skills based on the results of the significance of 0.000 below 0.0s so that it is accepted (4) The cognitive domain learning outcomes of class XI MIPA 4 students at SMAN 19 SURABAYA get a score of 75 which is declared complete with an average n-gain value of 0.85 and classical completeness of 100% (5) Student responses to the learning model applied, namely guided inquiry was very good with a percentage of 99.6%.