MELATIHKAN KEMAMPUAN ANALISIS PESERTA DIDIK MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA MATERI LAJU REAKSI

TRAINING THE ANALYSIS SKILLS OF STUDENT THROUGH THE APPLICATION OF GUIDED INQUIRY LEARNING MODELS ON REACTION RATE MATERIALS

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran, aktivitas peserta didik, hasil belajar, kemampuan analisis, dan respon peserta didik melalui penerapan model pembelajaran inkuiri terbimbing. Metode penelitian yang digunakan yaitu one group pretest posttest design. Hasil penelitian yang diperoleh yaitu (1) persentase kualitas keterlaksanaan pembelajaran selama tiga pertemuan berturut-urut yaitu 96,87%; 96,87%; dan 93,75%. (2) Aktivitas peserta didik yang relevan dengan kegiatan melatihkan kemampuan analisis selama tiga pertemuan secara berturut-turut sebesar 88,67%; 90%; dan 90,67%. (3) Hasil belajar peserta didik meningkat dengan persentase n-gain pada kategori tinggi sebesar 94.11%. (4) Hasil pada setiap komponen kemampuan analisis peserta didik yaitu berturut-turut yaitu analisis unsur 64,71% pada kategori tinggi, sedangkan komponen analisis hubungan dan prinsip-prinsip organisasi 47,06% pada kategori tinggi. (5) Hasil respon peserta didik yaitu untuk model pembelajaran dan lembar kerja yaitu 92,70% dan 91,92%. Implikasi penelitian ini berdasarkan hasil penelitian yang diperoleh yaitu model pembelajaran inkuiri terbimbing dengan demikian dapat menjadi dipilihan untuk melatihkan kemampuan analisis peserta didik.

This study aims to describe the feasibility of learning models, student activities, learning outcomes, analytical skills, and students' responses by applying guided inquiry learning models. The research method used was one group pretest-posttest design. The results obtained were (1) the percentage of the quality of the implementation of learning for three consecutive meetings, namely 96.87%, 96.87%, and 93.75%. (2) Students’ activities relevant to practicing analytical skills for three successive meetings are 88.67%, 90%, and 90.67%. (3) Student learning outcomes increased with the percentage of n-gain in the high category of 94.11%. (4) Each component of the students' analytical skills was, respectively, elemental analysis of 64.71% in the high category. In comparison, the analysis of relationships and organizational principles was 47.06% in the high category. (5) The students' responses were 92.70% and 91.92% for the learning model and the worksheet. Therefore, the implication of this research is based on the research results obtained, namely the guided inquiry learning model can be preferred to practice the analytical skills of students.