Penelitian ini bertujuan untuk mendeskripsikan keterampilan interpretasi, analisis dan inferensi siswa yang dilatihkan melalui model pembelajaran inkuiri terbimbing pada materi kesetimbangan kimia di SMAN 1 Driyorejo. Rancangan penelitian ini yaitu menggunakan one group pre-test and post-test design. Data yang diperoleh adalah keterlaksanaan pembelajaran, aktivitas siswa, peningkatan keterampilan interpretasi, analisis dan inferensi siswa, hasil belajar dan respon siswa melalui penerapan model pembelajaran inkuiri terbimbing pada materi kesetimbangan kimia. Dapat disimpulkan dalam penelitian ini bahwa (1) keterlaksanaan pembelajaran pada pertemuan pertama sebesar 85,20%, pertemuan kedua sebesar 91,76%, dan pertemuan ketiga sebesar 91,61% dengan kriteria baik, (2) aktivitas siswa selama pembelajaran mendapatkan hasil pada pertemuan pertama 97,3%, pertemuan kedua sebesar 97,83%, dan pertemuan ketiga sebesar 97,83%, aktivitas siswa mendukung pembelajaran untuk melatihkan keterampilan interpretasi, analisis dan inferensi siswa (3) keterampilan interpretasi, analisis dan inferensi siswa dalam proses belajar mengajar mendapatkan skor N-gain keterampilan interpretasi sebanyak 54,29% dalam kriteria tinggi, dan 45,71% dalam kriteria sedang, keterampilan analisis sebanyak 42,86% dalam kriteria tinggi dan 57,14% dalam kriteria sedang, dan keterampilan inferensi sebanyak 42,86% dalam kriteria tinggi dan 57,14% dalam kriteria sedang. (4) hasil belajar siswa ranah pengetahuan mengalami peningkatan dengan skor N-gain sebanyak 28,57% dalam kriteria sedang dan sebanyak 71,43% dalam kriteria tinggi, dan didukung juga persentase ketuntasan klasikal sebesar 88,57%, (5) Respon siswa mendapatkan persentase sebesar 97,14% sehingga respon siswa mendapatkan hasil positif.

Kata Kunci : Inkuiri Terbimbing, Keterampilan Interpretasi Analisis dan Inferensi, Kesetimbangan Kimia

This study aims to describe the interpretation, analysis and inference skills of students who are trained through guided inquiry learning models on chemical equilibrium material at Driyorejo 1 High School. The design of this study is to use one group pre-test and post-test design. The data obtained is the implementation of learning, student activities, increased interpretation skills, analysis and student inference, learning outcomes and student responses through the application of guided inquiry learning models on chemical equilibrium material. It can be concluded in this study that (1) the implementation of learning at the first meeting was 85.20%, the second meeting was 91.76%, and the third meeting was 91.61% with good criteria, (2) student activities during learning got results at first meeting 97.3%, second meeting 97.83%, and third meeting 97.83%, student activities support learning to practice students 'interpretation, analysis and inference skills (3) students' interpretation, analysis and inference skills in the learning process teaches getting an N-gain score of interpretation skills as much as 54.29% in high criteria, and 45.71% in medium criteria, analysis skills as much as 42.86% in high criteria and 57.14% in medium criteria, and inference skills as much as 42 , 86% in high criteria and 57.14% in medium criteria. (4) the learning outcomes of the knowledge domain have increased with an N-gain score of 28.57% in the medium criteria and as much as 71.43% in the high criteria, and also supported by the classical completeness percentage of 88.57%, (5) Student responses get a percentage of 97.14% so that student responses get positive results.

Keywords : Guided Inquiry, Interpretation, Analysis and Inference Skills, Chemical Equilibrium