Abstrak

Tujuan dari penelitian ini untuk mengetahui keterlaksanaan sintaks model pembelajaran inkuiri terbimbing, aktivitas peserta didik, hasil belajar ranah keterampilan proses sains, dan hasil belajar ranah pengetahuan peserta didik pada submateri faktor-faktor yang mempengaruhi pergeseran arah kesetimbangan kimia melalui penerapan model pembelajaran inkuiri terbimbing. Metode penelitian ini menggunakan One-group pretest-posttest design dengan sampel penelitian yaitu 34 peserta didik kelas XI MIPA 2 SMAN Ngoro Jombang. Penelitian menunjukkan hasil sebagai berikut. (1) Keterlaksanaan model pembelajaran inkuiri terbimbing memperoleh persentase kualitas keterlaksanaan ≥61 yaitu sebesar 91,16% dengan kategori sangat baik (2) Aktivitas peserta didik selama proses pembelajaran memperoleh persentase aktivitas peserta didik yang relevan lebih besar dibandingkan aktivitas peserta didik yang tidak relevan. (3) Hasil belajar ranah keterampilan proses sains memperoleh ketuntasan klasikal sebesar 94,12% dengan sebanyak 32 peserta didik mendapat nilai ≥75. Nilai N-gain yang diperoleh 32 peserta didik termasuk kategori tinggi, dan 2 peserta didik kategori sedang. (4) Hasil belajar ranah pengetahuan memperoleh ketuntasan klasikal posttest sebesar 94,12% peserta didik tuntas dengan nilai N-gain memperoleh kategori sedang sebanyak 7 peserta didik dan kategori tinggi sebanyak 27 peserta didik.

Kata kunci: Inkuiri terbimbing, keterampilan proses sains, kesetimbangan kimia

Abstract

This research aims to know the implementation of syntax inquiry learning models, students’ activities, learning outcomes of science process skills, and learning outcomes of students’ knowledge domain through the implementation of syntax inquiry learning models in the submersion of factors that influence shifts in chemical equilibrium. The research design is One-group pretest-posttest design. The sample of the research are 34 students of XI MIPA 3 grade two of Ngoro Jombang senior high school. The result of this research are (1) The implementation of the syntax of the guided inquiry learning model obtained the implementation quality of 91.16% with a very good category because it gets a percentage of ≥61, (2) The activities of students during the learning process get a greater percentage of relevant student activities than the activities of irrelevant students, (3) The learning outcomes of the science process skills obtained classical completeness of 94.12% with as many as 32 students getting a value of ≥75. The N-gain value obtained by 32 students included the high category, and 2 moderate category students, (4) Posttest results obtained 94.12% of students completed with an the N-gain value obtained by 7 students included the moderate category, and 27 high category students.

Keywords: Guided inquiry, science process skills, chemical equilibrium