Era Perkembangan teknologi industri 4.0 mengakibatkan guru serta peserta didik harus selalu melatihkan keterampilan berfikir kreatif yang dimilikinya dalam suatu pembelajaran dalam kelas. Penelitian ini bertujuan untuk mendeskripsikan: (i) keterlaksanaan pembelajaran inkuiri terbimbing menggunakan metode STEM (ii) peningkatkan keterampilan berfikir kreatif peserta didik dengan diterapkan model pembelajaran inkuiri terbimbing metode STEM (iii) respon peserta didik setelah diterapkan model pembelajaran inkuiri terbimbing menggunakan metode STEM pada materi Pemanasan Global. Desain yang digunakan dalam penelitian ini adalah one group pte-test post-test design. Data yang diperoleh dianalisis menggunakan uji t-berpasangan, analisis n-gain, analisis lembar keterlaksanaan pembelajaran, dan analisis angket respon peserta didik. Dari penelitian ini didapatkan hasil bahwa (i) keterlaksanaan pembelajaran model inkuiri terbimbing menggunakan metode STEM terlaksana dengan sangat baik (ii) dari ketiga kelas keterampilan berfikir kreatif peserta didik mengalami peningkatan dari keempat indikator. Indikator berfikir fluency mengalami peningkatan sebesar 22% yang ditandai ketika peserta didik menyampaikan banyak ide atau gagasan. Indikator berfikir flexibility mengalami peningkatan 33% yang ditandai ketika peserta didik menjawab pertanyaan. Indikator berfikir originallity mengalami peningkatan sebesar 33% yang ditandai ketika peserta didik menyampaikan pendapat secara asli atau unik, dan Indikator berfikir elaboration mengalami peningkatan 44% yang ditandai ketika peserta didik mengguraikan data dalam tabel (iii) respon peserta didik rata-rata ketiga kelas termasuk dalam kategori sangat baik.
Kata Kunci : Inkuiri Terbimbing, Keterampilan Berfikir Kreatif, STEM, dan Pemanasan Global
The era of industrial technology development 4.0 results in teachers and students always having to practice their creative thinking skills in classroom learning. This research aims to describe: (i) the implementation of guided inquiry learning using the STEM method (ii) enhancing students' creative thinking skills with applied guided inquiry learning model STEM method (iii) student responses after applied guided inquiry learning model using the STEM method on the material Global warming. The design used in this study was one group pte-test post-test design. The data obtained were analyzed using paired t-test, n-gain analysis, analysis of learning implementation sheet, and student response questionnaire analysis. From this research it was found that (i) the implementation of guided inquiry model learning using the STEM method was carried out very well (ii) the four indicators of students' creative thinking skills from the three classes experienced an increase. The indicator of fluency thinking has increased by 22% which was marked when students comunicate many ideas. The indicators of thinking flexibility has increased by 33% which was marked when students answered questions. The indicators of thinking originallity has incresed by 33% which was marked when students expressed their opinions original or unique, and the indicators of elaboration thinking has incresed by 42% which was marked when students describe data in table (iii) the response of students on an average of three classes included in the excellent category.
Keywords: Guided Inquiry, Creative Thinking Skills, STEM, and Global Warming