Implementation of guided inquiry learning model to train students' critical thinking skills on reaction rate topic
DOI:
10.29303/jpm.v17i2.3252Published:
2022-03-04Issue:
Vol. 17 No. 2 (2022): March 2022Keywords:
Keywords, Guided Inquiry, Critical Thinking Skills, Reaction Rate.Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research describes students’ critical thinking skills by implementing guided inquiry learning models in matter reaction rate, including the syntax implementation of guided inquiry learning models, student activities, critical thinking skills, and cognitive learning outcomes. Students in class XI-IPA 4 SMA Kemala Bhayangkari 1 Surabaya were the study’s subjects. This study uses a pre-experimental design with a One-Group Pretest Posttest Design. The data obtained were analyzed using quantitative analysis methods. It can be concluded that (1) 2 meetings showed an average percentage of 88.84% and 94.64%, which is included in the very good criteria. (2) Relevant students’ activities that appear in the learning process in meetings 1 and 2 respectively 86.67%, 93.33%, and irrelevant activities that appear in the learning process in meetings 1 and 2 respectively 13.33% and 6.67%. (3) The average value of N-gain on the interpretation indicator of 0.80 (high), analysis of 0.81 (high), inference of 0.72 (high), and explanation of 0.86 (high) indicates that students’ critical thinking skills have improved. (4) Students’ cognitive learning outcomes show that 27 of 32 students completed or 84.37%, and five students did not complete or 15.63%.
References
Rusmansyah, Yuanita, L., Ibrahim, M., Isnawati, & Prahani, B. K. (2019). Innovative Chemistry Learning Model: Improving The Critical Thinking Skill and Self-Efficacy of Pre-service Chemistry Teachers. Journal of Technology and Science Education.
Pratono, A., Sumarti, S. S., & Wijayati, N. (2018). Contribution of Assisted Inquiry Model of E-Module to Students Science Process Skill. Journal of Innovative Science Education.
T., N. I. (2019). The Effectiveness of Inquiry Learning Method to Enhance Student's Learning Outcome. International Journal of Chemistry Education, 1-5.
Omek, F., William, R. R., & Mark, P. H. (2008). What Makes Physics Difficult. International Journal of Environmental & Science Education, 30-34.
Hariyanti, A., & Ismono. (2018). Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Melatihkan Keterampilan Proses Sains Siswa pada Sub Materi Faktor-Faktor yang Mempengaruhi Laju Reaksi. Unesa Journal of Chemical Education.
Kota, M. F., & Muchlis. (2019). Penerapan Model Pembelajaran Inkuiri Terbimbing Pada Materi Laju Reaksi Untuk Melatihkan Kemampuan Analisis Peserta Didik Kelas XI SMA Negeri 1 Kamal Bangkalan. Unesa Journal of Chemical Education.
Yezdan, K. a. (2012). Cooperative Learning Instruction for Conceptual Change in the Concepts of Chemical Kinetics. R. Soc. Chem., 2012.
Maryam, Kusmiyati, Merta, I. W., & Artayasa, I. P. (2019). Pengaruh Model Pembelajaran Inkuiri terhadap Keterampilan Berpikir Kritis Siswa Kelas XI MIA MAN 2 Mataram. J. Pijar MIPA, Vol. 14 No. 3, 154-161.
Jamaluddin, Jufri, A. W., Muhlis, & Bahtiar, I. (2020). Pengembangan Instrumen Keterampilan Berpikir Kritis pada Pembelajaran IPA. Jurnal Pijar MIPA, 15(1), 14.
Facione, P. A. (2015). Critical Thinking : What It Is and Why It Counts. California: The California Academic Press.
Isindanah, N. S., & Azizah, U. (2016). Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Melatih Keterampilan Berpikir Kritis pada Materi Pokok Larutan Penyangga di Kelas XI SMA Antartika Sidoarjo. Prosiding Seminar Nasional Kimia dan Pembelajarannya.
V., A. (2016). The Effectiveness of Inquiry Learning Method to Enhance Student's Learning Outcome. J. Educ. Prac., 38-42.
Arends, R. I. (2012). Learning To Teach. Yogyakarta: Pustaka Pelajar.
Ramadhanti, A., & Agustini, R. (2021). Analisis Keterampilan Berpikir Kritis Peserta Didik Melalui Model Inkuiri Terbimbing Pada Materi Laju Reaksi. Jurnal Kependidikan, 385-394.
Mukmainah, S. A., & Yonata, B. (2020). Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Laju Reaksi di SMAN 1 Rengel. UNESA Journal of Chemistry Education, 133-139.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.CV.
Riduwan. (2015). Skala Pengukuran Variabel-Variabel Pendidikan. Bandung: Alfabeta.
Arifin. (2011). Metode Penelitian Kualitatif, Kuantitatif, dan R&D. Bandung: Alfabeta.
Hake, R. (2002). Analyzing Change/ Gain Score. USA: Indiana University.
Saekawati, R., & Nasrudin, H. (2021). Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills. Jurnal Penelitian Ilmu Pendidikan, 53-68.
Almuntasheri, S., Gillies, R. M., & Wright, T. (2016). The Effectiveness of a Guided Inquiry-based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density. Journal of Science Education International, 16-39.
Author Biographies
Syafira Humairoh, Universitas Negeri Surabaya
Bertha Yonata, Chemistry Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
License
Copyright (c) 2022 Syafira Humairoh
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
