Implementation of Guided Inquiry to Increase Students’ Interest in Learning Physics and Critical Thinking Skills
DOI:
10.29303/jpft.v10i2.7091Published:
2024-09-20Downloads
Abstract
The guided inquiry learning model is a pedagogical approach that has demonstrated significant potential to enhance students' critical thinking abilities and their interest in learning. This study aims to examine the extent of improvement in students' critical thinking skills and learning interest through the application of practicum media integrated with the guided inquiry learning model. The research methodology employed in this study follows the Research and Development (R&D) framework, utilizing the 4D model (Define, Design, Develop, Disseminate) to systematically design and evaluate the instructional approach. The research was conducted over a period of two months at SMA Negeri 1 Sewon, involving 35 students from class X-9 as the sample. The students participated in guided inquiry-based learning activities that incorporated practicum media specifically designed for this study. To evaluate the outcomes, a descriptive statistical analysis was conducted using normalized gain scores to measure the improvement in students' critical thinking skills and interest in learning. The results of the study indicate a significant increase in both students' critical thinking abilities and their engagement with the learning material after the implementation of the guided inquiry learning model with practicum media. These findings suggest that the guided inquiry model not only facilitates the development of critical cognitive skills but also enhances student motivation and involvement in the learning process. Given these results, it is evident that the guided inquiry learning model, when supplemented with practicum media, provides a promising instructional strategy for improving both cognitive and affective domains of learning. Further research is recommended to explore the applicability of this model in different educational contexts and across various disciplines to confirm the generalizability of these findings.
Keywords:
Guided Inquiry Practicum Media Critical Thinking Interest in Learning PhysicsReferences
Agustina, K., Sahidu, H., & Gunada, I. W. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media PheT Terhadap Kemampuan Pemecahan Masalah dan Berpikir Kritis Fisika Peserta Didik SMA. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 17–24. https://doi.org/10.29303/jpft.v6i1.1514 DOI: https://doi.org/10.29303/jpft.v6i1.1514
Busra, Festiyed, & Ramli. (2015). Analisis Kebutuhan Pengembangan Media Pembelajaran Interaktif dengan Menggunakan Power Point Berbasis Model PBL (Problem Based Learning) untuk Meningkatkan Kemampuan Berfikir Kritis Siswa. Prosiding Seminar Nasional Pembelajaran Fisika, 1–6.
Cesariyanti, Y., Hasanah, A. R., Fitriani, A. N., Malik, A., Nurhayati, A., Putra, R. P., Agustina, R. D., Studi, P., Fisika, P., Putra, R. P., & Agustina, R. D. (2022). Analisis Kemampuan Berpikir Kritis pada Praktikum Fisika Medan Magnet dengan Model PODE Berbasis Vlab. Wahana Pendidikan Fisika, 7, 43–50. DOI: https://doi.org/10.17509/wapfi.v7i1.42503
Dewey, J. (1933). How We Think. Boston: D.C. Heath and Co.
Domenici, G., Serbati, A., Aquario, D., Da, L., Paccagnella, O., Felisatti, E., Ghislandi, P., Raffaghelli, J., Sangrà, A., & Ritella, G. (2020). The-effect-of-conflict-cognitive-strategy-in-inquirybased-learning-on-preservice-teachers-critical-thinking-ability--Leffetto-della-strategia-cognitiva-del-conflitto-sullapprendimento-centrato-sullabilit-di-pensiero.pdf. 43(June).
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. Prentice Hall.
Fitri, Z. N., Anwar, Y. A. S., & Purwoko, A. A. (2021). Pengaruh Metode Praktikum Sederhana pada Materi Kepolaran Senyawa Terhadap Minat Belajar Siswa Kelas X SMA. Chemistry Education Practice, 4(1), 90. https://doi.org/10.29303/cep.v4i1.2287 DOI: https://doi.org/10.29303/cep.v4i1.2287
Indawati, H., Sarwanto, S., & Sukarmin, S. (2021). Studi Literatur Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis IPA SMP. INKUIRI: Jurnal Pendidikan IPA, 10(2), 98. https://doi.org/10.20961/inkuiri.v10i2.57269 DOI: https://doi.org/10.20961/inkuiri.v10i2.57269
Isroqmi, A. (2015). UNTUK PEMBUATAN MEDIA PEMBELAJARAN INTERAKTIF ( Studi Kasus : Aplikasi PowerPoint ). Jurnal Dosen Universitas PGRI Palembang, 1317–1336.
Kristiyani, Y., Sesunan, F., & Wahyudi, I. (2020). Pengaruh Aplikasi Sensor Smartphone pada Pembelajaran Simple Harmonic Motion Berbasis Inkuiri Terbimbing terhadap Peningkatan Kemampuan. Jurnal Pendidikan Fisika, 8(2), 138–149. DOI: https://doi.org/10.24127/jpf.v8i2.3031
Medriati, R., Hamdani, D., & Harjilah, N. (2021). The difference in the guided inquiry model towards critical thinking skills in physics subject at SMAN 3 Kota Bengkulu. Journal of Physics: Conference Series, 1731(1). https://doi.org/10.1088/1742-6596/1731/1/012074 DOI: https://doi.org/10.1088/1742-6596/1731/1/012074
Naziah, S. T., Maula, L. H., & Sutisnawati, A. (2020). Analisis Keaktifan Belajar Siswa Selama Pembelajaran Daring pada Masa Covid-19 di Sekolah Dasar. Jurnal JPSD, 7(2), 109–120.
Pramudya, P. A., & Safrul, S. (2022). Analisis Model Pembelajaran Inkuiri Terbimbing terhadap Minat Belajar Matematika Siswa Sekolah Dasar. Jurnal Basicedu, 6(5), 8131–8138. https://doi.org/10.31004/basicedu.v6i5.3749 DOI: https://doi.org/10.31004/basicedu.v6i5.3749
Respatiningrum, N., Sunardi, S., & Akhyar, M. (2017). Pengaruh Model Inkuiri Terbimbing untuk Meningkatkan Kemampuan Berpikir Kritis Fisika Siswa SMA. Prosiding Seminar Pendidikan Nasional, 132–137. https://doi.org/10.20961/teknodika.v15i2.34747 DOI: https://doi.org/10.20961/teknodika.v15i2.34747
Sarifah, F., & Nurita, T. (2023). Implementasi Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi Siswa. PENSA E-Jurnal: Pendidikan Sains, 11(1), 22–31. DOI: https://doi.org/10.23971/eds.v11i1.4477
Setiawan, A., Nugroho, W., & Widyaningtyas, D. (2022). Pengaruh Minat Belajar terhadap Hasil Belajar Siswa Kelas VI SDN 1 Gamping. TANGGAP : Jurnal Riset Dan Inovasi Pendidikan Dasar, 2(2), 92–109. https://doi.org/10.55933/tjripd.v2i2.373 DOI: https://doi.org/10.55933/tjripd.v2i2.373
Sutarto, S. (2023). Strategi guru untuk meningkatkan keterampilan 4c’s (kolaborasi, komunikasi, berpikir kritis dan kreatif) dalam pembelajaran pendidikan agama islam. JPPI (Jurnal Penelitian Pendidikan Indonesia), 9(3), 1543. https://doi.org/10.29210/020232187 DOI: https://doi.org/10.29210/020232187
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Journal of School Psychology, 14(1), 75. https://doi.org/10.1016/0022-4405(76)90066-2 DOI: https://doi.org/10.1016/0022-4405(76)90066-2
Wahyuningsih, E. T., Purwanto, A., & Medriati, R. (2021). Hubungan Minat Belajar dengan Hasil Belajar Fisika Melalui Model Project Based Learning di Kelas XI MIPA SMAN 6 Kota Bengkulu. Jurnal Kumparan Fisika, 4(2), 77–84. https://doi.org/10.33369/jkf.4.2.77-84 DOI: https://doi.org/10.33369/jkf.4.2.77-84
Wata, R. A. M. H., Helmi, & Akhyar, M. (2023). Peningkatan Minat Belajar Fisika Kelas XI IPA SMA Negeri 23 Makassar Melalui Metode Praktikum Sederhana. Jurnal Pemikiran Dan Pengembangan Pembelajaran, 5(2), 1432–1438.
Wulandari, Y., Rahmawati, A. E., Handriani, S. Z., Setyaningsih, A. A., Baidowi, A. L., & Darmadi, D. (2020). Penerapan dan Pemahaman Siswa SMP Kelas VIII Terhadap Materi Pembelajaran Matematika dalam Kehidupan. Jurnal Review Pendidikan Dan Pengajaran, 4(1), 85–89. https://doi.org/10.31004/jrpp.v4i1.1819 DOI: https://doi.org/10.31004/jrpp.v4i1.1819
Yulianingsih, D., & Gaol, S. M. M. L. (2019). Keterampilan Guru PAK Untuk Meningkatkan Minat Belajar Murid Dalam Proses Pembelajaran Di Kelas. FIDEI: Jurnal Teologi Sistematika Dan Praktika, 2(1), 103–122. https://doi.org/10.34081/fidei.v2i1.47 DOI: https://doi.org/10.34081/fidei.v2i1.47
License
Copyright (c) 2024 Jayanti Kharisma Putri, Cahya Widya Gunawan, Yusman Wiyatmo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
