Implementation of Guided Inquiry Learning Model on Colloid Systems to Improve Critical Thinking Ability of Students
DOI:
https://doi.org/10.22487/j24775185.2021.v10.i2.pp87-92Keywords:
Guided inquiry, critical thinking ability, colloid systemsAbstract
Critical thinking is the ability to solve problems through an investigation so as to produce conclusions or rational decisions. This study aimed to obtain an improvement of critical thinking skills of students in Grade XI at SMAN 3 Palu after the implementation of the guided inquiry learning model on Colloid Systems. This study was a pre-experiment with one group pretest-posttest design. The sample was run by simple random sampling with the sample of Class XI Science 1 as the replication class 1 (n = 36) and Class XI Science 3 as the replication class 2 (n = 35). Data on students' critical thinking was taken using tests that were given before and after learning. An improvement in students' critical thinking skills in replication class 1 and replication class 2 was by 50%. Data of students' critical thinking skills were tested using non-parametric statistical analysis, namely the Mann-Whitney test. The test results obtained the Zh value -0.076, so -1.96 ≤ -0.076 ≤ +1.96. This result is in the reception area of Ho, and H1 is rejected. It means that the average score of critical thinking ability of students in the replication class 1 is the same as in replication class 2. This study concluded that the implementation of the guided inquiry learning model on Colloid Systems improves the critical thinking skills of students in Grade XI at SMAN 3 Palu.
References
Aningsih, A. (2018). Kemampuan berpikir tingkat tinggi pada pendidikan agama Islam siswa kelas X SMK Muhammadiyah 1 Purwokerto ditinjau dari prestasi belajar. Unpublished Thesis (S1) Purwokerto: Universitas Muhammadiyah.
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Budiartini, N. L. O., Arcana, I. N., & Margunayasa, I. Gd. (2013). Pengaruh model pembelajaran inquiri terbimbing terhadap kemampuan berpikir kritis IPA siswa kelas V di SD 7 Datah. Mimbar PGSD Undiksha, 1(1), 1–10.
Che, F. S. (2002). Teaching critical thinking skills in a Hong Kong secondary school. Asia Pacific Education Review, 3(1), 83–91.
Ennis, R. H. (1996). Critical thinking. New Jersey: Printice-Hall, Inc.
Fajariyah, N., Utami, B., & Haryono. (2016). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan kemampuan berpikir kritis dan prestasi belajar pada materi kelarutan dan hasil kali kelaritan siswa kelas XI SMA Al Islam 1 Surakarta tahun ajaran 2014/2015. Jurnal Pendidikan Kimia, 5(2), 89–97.
Fardani, R. N., Ertikanto, C., & Suana, W. (2016). Pengaruh kemampuan berpikir kritis pada penggunaan modul berbasis inkuiri terhadap hasil belajar. Jurnal Pembelajaran Fisika, 4(2), 1–10.
Heong, Y. M., Othman, Yunos W. B. Md., J. Bin, Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The level of Marzano higher order thinking skills among technical education students. International Journal of Social Science and Humanity, 1(2), 121–125.
Ijirana. (2016). Model pembelajaran berbasis keterampilan metekognitif (model PBKM) untuk meningkatkan kemampuan pemecahan masalah pemahaman konsep kimia mahasiswa pendidikan kimia. Unpublished Dissertation. Surabaya: Universitas Negeri Surabaya.
Kipper, H., & Ruutmann, T. (2013). Teaching for understanding in engineering education. International Journal of Engineering Pedagogy, 3(1), 55–63.
Leicester, M., & Taylor, D. (2010). Critical thinking across the curriculum. New York: McGraw-Hill Open University Press.
Muharamiah, T., Hairida, & Rasmawan, R. (2016). Keterampilan berpikir kritis siswa menggunakan model pembelajaran inkuiri terbimbing pada materi asam basa. Jurnal Pendidikan dan Pembelajaran, 5(06), 1–13.
Peraturan Menteri Pendidikan dan Kebudayaan. (2013). Implementasi kurikulum. Retieved 22 July, 2017, from https://www.kemdikbud.go.id/kemdikbud/dokumen/Paparan/Paparan%20Mendikbud%20pada%20Workshop%20Pers.pdf.
Pratiwi, F, A., Hairida., & Rasmawan, R. (2014). Pengaruh penggunaan model discovery learning dengan pendekatan saintifik terhadap keterampilan berpikir kritis siswa SMA. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 3(7), 1-16.
Pratiwi, J. A., Mirza, A., & Nursangaji, A. (2016). Kemampuan berpikir kritis aspek analysis siswa di sekolah menengah atas. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 5(12), 1–12.
Zhou, Q., Wang, X., & Yao, L. A. (2007). A preliminary investigation into critical thinking of urban Xi’an high school students. Frontiers of Education China, 2(3), 447–468.
Rofiah, E., Aminah, N. S., & Ekawati, E. Y. (2013). Penyusunan instrumen tes kemampuan berpikir tingkat tinggi fisika pada siswa SMP. Jurnal Pendidikan Fisika, 1(2), 17–22.
Salbiah. (2017). Profil keterampilan berpikir kritis siswa menggunakan pembelajaran discovery il.nquiry pada konsep koloid. Jurnal Tadris Kimiya, 2(1), 109–115.
Sanjaya, W. (2009). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Media Group.
Suprihatiningsih, J. (2013). Strategi pembelajaran teori dan aplikasi. Yogyakarta: Ar-Ruzz Media.
Suranto, & Apriliani, D. (2011). Analisis perbedaan mental wirausaha mahasiswa dengan non parametrik. Jurnal Ilmiah Teknik Industri, 10(1), 35–41.
Suyanti, R. D. (2010). Strategi pembelajaran kimia. Yogyakarta: Graha Ilmu.
Trianto. (2010). Mendesain model pembelajaran inofatif progresif. Jakarta: Kencana.
Wati, R., Rusmansyah., & Sholahuddin, A. (2014). Meningkatkan kemampuan berpikir kritis dan hasil belajar siswa kelas XI IPA 2 SMA PGRI 4 Banjarmasin pada konsep sistem kooid melalui model problem based learning. Quantum: Jurnal Inovasi Pendidikan Sains, 5(2), 20–31.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Nurul R. Arini, Sri M. Sabang, Anang W. M. Diah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
