Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran inkuiri terbimbing, aktivitas siswa, hasil belajar keterampilan proses sains, hasil belajar pengetahuan, dan respon siswa melalui penerapan model pembelajaran inkuiri terbimbing pada materi kesetimbangan kimia. Jenis penelitian yang digunakan adalah pre experimental dengan desain one group pretest and posttest. Sasaran pada penelitian ini adalah siswa kelas XI SMAN 1 Waru Sidoarjo yang berjumlah 36 siswa. Instrumen yang digunakan adalah lembar pengamatan keterlaksanaan model pembelajaran inkuiri terbimbing, lembar pengamatan aktivitas siswa, lembar tes hasil belajar pengetahuan, lembar tes hasil belajar keterampilan proses sains, dan lembar angket respon siswa. Hasil penelitian menunjukkan sebagai berikut: (1) keterlaksanaan pembelajaran dengan menerapkan model pembelajaran inkuiri terbimbing untuk melatihkan keterampilan proses sains pada materi kesetimbangan kimia terlaksana dengan sangat baik selama 3 kali pertemuan dengan persentase rata-rata dari kegiatan pendahuluan, fase 1, fase 2, fase 3, fase 4, fase 5 dan kegiatan penutup berturut-turut sebesar 90,83%; 93,26%; 93,06%; 90,28%; 85,42%; 85,42%; dan 95,83%. (2) Persentase aktivitas siswa yang relevan lebih tinggi dari aktivitas yang tidak relevan. (3) Hasil keterampilan proses sains siswa mengalami peningkatan pada saat posttest dengan skor rata-rata dalam merumuskan masalah, merumuskan hipotesis, mengidentifikasi variabel, mengumpulkan data, menganalisis data, dan membuat kesimpulan berturut-turut adalah 77,78; 90,97; 93,06; 70,14; 79,17; dan 75,69. (4) Hasil belajar pengetahuan siswa meningkat dengan diterapkannya model pembelajaran inkuiri terbimbing dibuktikan pada saat posttest nilai rata-rata mencapai 85 dengan ketuntasan klasikal sebesar 94,44%. (5) Hasil respon siswa selama proses pembelajaran sangat baik yang dibuktikan dengan perolehan persentase rata-rata respon positif sebesar 96,98%.
Kata kunci: Inkuiri Terbimbing, Keterampilan Proses Sains.
This study aims to descript the implementation of guided inquiry learning model, student activities, learning outcomes of science process skills, knowledge learning outcomes, and student responses through the implementation of guided inquiry learning models on chemical equilibrium material. The type of research used was pre-experimental with the design of one group pretest and posttest. The objectives of this study were 36th grade students of SMAN 1 Waru Sidoarjo, which consisted of 36 students. The instruments used were the observation sheet of implementation of guided inquiry learning model, student activity observation sheet, knowledge learning result test sheet, test results sheet of learning science process skills, and student response questionnaire sheets. The results showed as follows: (1) the implementation of learning by applying a guided inquiry learning model to practice science process skills on chemical equilibrium material was carried out very well for 3 meetings with the average percentage of preliminary activities, phase 1, phase 2, phase 3, phase 4, phase 5 and closing activities respectively at 90.83%; 93.26%; 93.06%; 90.28%; 85.42%; 85.42%; and 95.83%. (2) The percentage of relevant student activity is higher than irrelevant activities. (3) The results of students' science process skills increase at posttest with an average score in formulating problems, formulating hypotheses, identifying variables, collecting data, analyzing data, and making conclusions in a row 77.78; 90.97; 93.06; 70.14; 79,17; and 75.69. (4) Student learning outcomes increase with the implementation of guided inquiry learning models as evidenced when the posttest scores reach an average of 85 with classical completeness of 94.44%. (5) The results of student responses during the learning process are very good as evidenced by the acquisition of the average percentage of positive responses of 96.98%.
Keywords: Guided Inquiry, Science Process Skills.