The Influence of Guided Inquiry Learning Models on Students Creative Thinking Abilities on Reaction Rate Material
DOI:
10.29303/jpm.v19i1.6393Published:
2024-07-24Issue:
Vol. 19 No. 4 (2024): July 2024Keywords:
Creative Thinking Skills; Guided Inquiry Learning; Learning Model; Reaction RateArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research examines the effect of the guided inquiry learning model on students' creative thinking abilities, focusing on studying chemical reaction rate material in Class XI Science at SMAN 4 Praya. This research adopts a quantitative research design with a quasi-experimental research type. The population in this study were all class XI MIPA students at SMAN 4 Praya, consisting of 237 people spread across 7 classes. The sampling technique uses non-probability sampling, seeing a similarity in students' average daily test scores with students in classes XI IPA 3 as the control class and XI IPA 6 as the experimental class. The experimental group was given a guided inquiry learning model, while the control group used conventional teaching methods. This research assesses creative thinking abilities through a description test including three indicators: originality, fluency, and flexibility. In this research, the data analysis technique uses a series of statistical tests, including the Kolmogorov-Smirnov normality and homogeneity tests. Hypothesis testing uses the independent sample t-test. The hypothesis test showed that the t-test results prove that tcount ≥ ttable , namely 4.31 ≥ 2.03, and a significant value of 0.00 ˃ 0.05, then H0 is rejected, and H1 is accepted. Thus, it can be concluded that the guided inquiry learning model positively affects students' creative thinking abilities in the reaction rate material for class XI Science at SMAN 4 Praya. This can also be seen from the results that the average value of the experimental group is higher than the control group's, with the experimental class's average value being 79.03% and the average value of the control class being 62.42%.
References
Prabowowati, K., & Hadisaputro, S. (2014). Penerapan media chemscool dengan metode guided note taking pada pemahaman konsep siswa. Jurnal inovasi pendidikan Kimia, 8(2).
Fajariyah, N., Utami, B., & Haryono, H. (2016). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan kemampuan berpikir kritis dan prestasi belajar pada materi kelarutan dan hasil kali kelarutan siswa kelas xi SMA al islam 1 surakarta tahun ajaran 2014/2015. Jurnal Pendidikan Kimia, 5(2), 89-97.
Rhaska, G., & Mawardi, M. (2020). Lembar Kerja Peserta Didik Materi Laju Reaksi Berbasis Problem Based Learning Untuk Kelas XI SMA/MA. Entalpi Pendidikan Kimia, 1(1).
Palajukan, Y., Sugiarti. & Herawati, N. 2021. Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Pemecahan Masalah Peserta Didik Kelas XI MIA di SMAN 11 Makassar (Studi Materi Pokok Laju Reaksi). ChemEdu (Jurnal Ilmiah Pendidikan Kimia), 2(2), 109-120.
Purnomo, A. E., Rosilawati, I., & Efkar, T. (2015). Efektivitas inkuiri terbimbing pada materi laju reaksi dalam meningkatkan kemampuan berpikir lancar. Jurnal Pendidikan dan Pembelajaran Kimia, 4(1), 1-12.
Trianggono, M. M. (2017). Analisis kausalitas pemahaman konsep dengan kemampuan berpikir kreatif siswa pada pemecahan masalah fisika. Jurnal Pendidikan Fisika dan Keilmuan (JPFK), 3(1), 1-12.
Nursa'adah, F. P., & Rosa, N. M. (2016). Analisis kemampuan berpikir kreatif kimia ditinjau dari adversity quotient, sikap ilmiah dan minat belajar. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(3).
Kadir, I. A., Machmud, T., Usman, K., & Katili, N. (2022). Analisis kemampuan berpikir kreatif matematis siswa pada materi segitiga. Jambura Journal of Mathematics Education, 3(2), 128-138.
Rizal, A., Kurnia, A. & Atun, I. 2016. Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Kreatif Siswa. Jurnal Program Studi PGSD UPI Kampus Sumedang, 2(1), 110-119.
Ardiyanti, N. P. R., Suarjana, I. M., & Garminah, N. N. (2013). Pengaruh Model Pembelajaran Matematika Berorientasi Open-Ended Problem Terhadap Kemampuan Berpikir Kreatif Siswa Pada Mata Pelajaran Matematika Kelas IV SD. Mimbar Pgsd Undiksha, 1(1).
Ningrum, P. N. (2016). Meningkatkan keaktifan dan kemampuan berpikir kreatif melalui pembelajaran kolaboratif berbasis masalah materi kelarutan dan hasil kali kelarutan (ksp) siswa kelas XI SMA Negeri 10 Semarang. Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang, 4(1), 17-28.
Cintia, N. I., Kristin, F., & Anugraheni, I. (2018). Penerapan model pembelajaran discovery learning untuk meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa. Perspektif ilmu pendidikan, 32(1), 67-75.
Asmara, R., Susantini, E., & Rahayu, Y. S. (2015). Pengembangan perangkat pembelajaran biologi berorientasi pendekatan TASC (Thinking Actively in Social Conteks) untuk melatihkan keterampilan berpikir kreatif siswa. Jpps (Jurnal Penelitian Pendidikan Sains), 5(1), 855-891.
Qodratullah, S. T., Milla, H., & Kasmirudin, K. (2019, October). Kemampuan Berpikir Kreatif Siswa Menggunakan Model Pembelajaran Inkuiri Terbimbing Di SMPN 4 Bengkulu Tengah. In Seminar Nasional Sains & Entrepreneurship (Vol. 1, No. 1).
Putra, S. R. (2013). Desain belajar mengajar kreatif berbasis sains.
Wahyuni, R., & Witarsa, R. (2023). Penerapan metode inkuiri untuk mengembangkan kemampuan berpikir kreatif siswa Sekolah Dasar. Journal of Education Research, 4(1), 203-209.
Amijaya. 2007. Quasi exsperiment ch 3. pdf. 13 (2), 38-87.
Wijaya, T., Wahidmurni, W., & Susilawati, S. (2022). Efektivitas Strategi Inkuiri dalam Meningkatkan Kemampuan Berpikir Kritis dan Motivasi Belajar Siswa pada Pembelajaran Tematik. Jurnal Basicedu, 6(4), 7627-7636.
Sulianti, A., & Murdinono, M. (2017). Pengaruh model pembelajaran inkuiri terhadap keterampilan berpikir kritis dan hasil belajar peserta didik dalam pembelajaran PPKn. Harmoni Sosial: Jurnal Pendidikan IPS, 4(2), 165-175.
Maryam, M., Kusmiyati, K., Merta, I. W., & Artayasa, I. P. (2020). Pengaruh model pembelajaran inkuiri terhadap keterampilan berpikir kritis siswa. Jurnal Pijar Mipa, 15(3), 206-213.
Anggraini, D. P., & Syafitri, A. (2023). Pengaruh Model Pembelajaran Inquiry Terhadap Hasil Belajar Siswa. Nusantara Journal of Multidisciplinary Science, 1(1), 104-109.
Balga, R. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Peningkatan Kemampuan Berpikir Kreatif dan Sikap Kreatif Peserta Didik Pada Mata Pelajaran Biologi Kelas Xi Di Sma Negeri 14 Bandar Lampung (Doctoral dissertation, UIN Raden Intan Lampung).
Sulastri, F., & Octarya, Z. (2019). Pengaruh penerapan model pembelajaran inkuiri terbimbing (guided inquiry) berbantuan lembar kerja siswa terhadap kemampuan berpikir kreatif siswa pada materi koloid. Konfigurasi: Jurnal Pendidikan Kimia dan Terapan, 3(1), 15-22.
Febrianti, F. (2019). Pengaruh model pembelajaran inkuiri terbimbing terhadap berpikir kreatif IPA kelas VIII MTs. Nahdlatul Mujahidin NW Jempong Tahun Pelajaran 2019/2020 (Doctoral dissertation, UIN Mataram).
Fajriah, N., & Asiskawati, E. (2015). Kemampuan Berpikir Kreatif Siswa dalam Pembelajaran Matematika Menggunakan Pendekatan Pendidikan Matematika Realistik di SMP. EDU-MAT: Jurnal Pendidikan Matematika, 3(2).
Weiss, S., & Wilhelm, O. (2022). Is flexibility more than fluency and originality?. Journal of Intelligence, 10(4), 96.
Nijstad, B. A., De Dreu, C. K., Rietzschel, E. F., & Baas, M. (2010). The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European review of social psychology, 21(1), 34-77.
Nada, E. I., & Sari, W. K. (2022). Analysis of Student's Creative Thinking Ability Based on Gender Perspective on Reaction Rate Topic. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 10(1), 138-150.
Dongoran, P. (2022). Pengaruh Model Pembelajaran Inkuiri Terhadap Kemampuan Berpikir Kreatif Di SMA Negeri 1 Portibi. NUSANTARA: Jurnal Ilmu Pengetahuan Sosial, 9(5), 1945-1949.
Siregar, A. A. (2021). Pengaruh Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) Terhadap Kemampuan Berpikir Kreatif Siswa Pada Mata Pelajaran Ipa (Doctoral dissertation, Universitas Islam Negeri Sumatera Utara).
Rohmantika, N., & Pratiwi, U. (2022). Pengaruh Metode Eksperimen Dengan Model Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kreatif Peserta Didik Pada Pembelajaran Fisika. Lontar Physics Today, 1(1), 9-17.
Rofiqoh, I. F., Subiki, S., & Budiarso, A. S. (2020). Identifikasi kemampuan berpikir kreatif siswa dengan metode mind mapping pada pembelajaran fisika pokok bahasan optik di sma. Jurnal Pembelajaran Fisika, 9(4), 139-146.
Ramdani, A., & Artayasa, I. P. (2020). Keterampilan berpikir kreatif mahasiswa dalam pembelajaran ipa menggunakan model inkuiri terbuka. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(1), 1-9.
Author Biographies
Sulia Hutami, Universitas Mataram
Burhanuddin Burhanuddin, Chemistry Education Department, University of Mataram
Sunniarti Ariani, Chemistry Education Department, Faculty of Teacher Training and Education, University of Mataram
Syarifah Wahidah Al Idrus, Chemistry Education Department, Faculty of Teacher Training and Education, University of Mataram
License
Copyright (c) 2024 Sulia Hutami, Burhanuddin Burhanuddin, Sunniarti Ariani, Syarifah Wahidah Al Idrus
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).
