Penerapan Model Pembelajaran Inkuiri Terbimbing Berbasis Laboratorium Menggunakan Flipped Classroom untuk Melatihkan Keterampilan Berpikir Kritis pada Materi Laju Reaksi

Implementation of Guided Inquiry Laboratory Learning Model Using Flipped Classroom to Train Critical Thinking Skills On Reaction Rate Topic

Penelitian ini bertujuan untuk mengetahui kemampuan berpikir kritis siswa melalui penerapan model pembelajaran inkuiri terbimbing berbasis laboratorium pada materi laju reaksi termasuk penerapan sintaks model pembelajaran inkuiri terbimbing berbasis laboratorium, aktivitas siswa, hasil belajar kognitif siswa, kemampuan berpikir kritis siswa, dan respon siswa. Penelitian ini dilaksanakan dengan model penelitian pre-experimental one group pretest posttest desain di SMA Negeri 9 Surabaya sebanyak 34 siswa kelas 11. Instrumen yang digunakan dalam penelitian ini adalah lembar validitas perangkat pembelajaran, perangkat penelitian, dan perangkat pembelajaran. Data yang diperoleh dianalisis dengan menggunakan metode analisis kuantitatif. Dapat disimpulkan bahwa keterampilan berpikir kritis siswa dapat dilatih melalui penerapan model pembelajaran inkuiri terbimbing yang meliputi (1) Penerapan sintaks model pembelajaran inkuiri terbimbing dalam 3 pertemuan menunjukkan persentase rata-rata pada pertemuan 1, 2 , dan 3 termasuk dalam kriteria sangat baik. (2) Aktivitas relevan siswa paling dominan muncul dalam proses pembelajaran pada pertemuan 1, 2, dan 3 pada sesi A dan sesi B (3) Hasil belajar kognitif siswa tuntas secara klasikal (4) Kemampuan berpikir kritis siswa meningkat termasuk dalam kriteria sedang dan kriteria tinggi (5) Respon siswa terhadap pembelajaran inkuiri terbimbing berbasis laboratorium dan melatihkan keterampilan berpikir kritis memperoleh respon positif.

Kata Kunci: Inkuiri Terbimbing Berbasis Lab, Inkuiri Terbimbing, Laju Reaksi, Keterampilan Berpikir Kritis.

This research aims to determine students' critical thinking skills through the implementation of the guided inquiry laboratory learning model on the reaction rate material, including the implementation of the syntax of the guided inquiry laboratory learning model, student activities, student cognitive learning outcomes, students' critical thinking skills, and student responses. This research was carried out using a pre-experimental one-group pretest-posttest design research model at SMA Negeri 9 Surabaya for 34 11th grade students. The instruments used in this research were the validity sheet of the learning set, research instruments, and learning set. The data obtained were analyzed using quantitative analysis methods. It can be concluded that students' critical thinking skills can be trained through the implementation of the guided inquiry laboratory learning model, including (1) The implementation of the syntax of the guided inquiry learning model in 3 meetings shows the average percentage at meetings 1, 2, and 3 very good criteria. (2) Relevant student’s activities that appear in the learning process at meetings 1, 2, and 3 of session A and session B are most dominant (3) Students' cognitive learning outcomes are classically complete (4) Students' critical thinking skills increased with medium criteria and high criteria (5) Student responses to learning using a guided inquiry laboratory and practicing critical thinking skills obtained a positive response.

Keywords: Guided Inquiry Laboratory, Guided Inquiry, Reaction Rate, Critical Thinking Skills.