Efektifitas Guided Inquiry Learning Model Group Investigation dan Klasikal untuk Meningkatkan Keterampilan Berfikir Kritis

2018 ◽  
pp. 111
Author(s):  
Ariati Dina Puspitasari
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Group Design

Abstrak Penelitian ini bertujuan untuk mengetahui: 1) peningkatan keterampilan berpikir kritis untuk kelas kelompok dan klasikal; 2) perbedaan peningkatan keterampilan berfikir kritis antara kelas kelompok dan kelas klasikal. Metode yang digunakan dalam penelitian ini adalah quasi experimen, dengan model pretest-posttest control group design. Populasi pada penelitian ini sebanyak 4 kelas dengan 120 siswa kelas VII SMP Muhammadiyah 8 Kota Yogyakarta, sampel penelitian menggunakan 2 kelas yang ditentukan menggunakan teknik proportionate Stratified Random Sampling. Satu kelas sebagai kelas eksperimen yaitu kelas yang menggunakan pembelajaran berbasis guided inquiry model kelompok dan satu kelas lainnya sebagai kelas kontrol yaitu kelas dengan pembelajaran menggunakan pembelajaran berbasis guided inquiry model klasikal. Pengumpulan data dilakukan menggunakan tes yang berupa tes keterampilan berfikir kritis. Teknis analisis data dilakukan secara deskriptif menggunakan N-Gain dan secara statistik inferensial menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara kelas A dan Kelas B. Pada kelas VII A aspek memberikan penjelasan maupun membangun keterampilan dasar berada pada kategori sedang (0,58 dan 0,52). Sedangkan kelas VII B, pada aspek memberikan penjelasan berada pada kategori sedang (0,64) dan pada aspek membangun keterampilan dasar berada pada kategori tinggi (0,90). Kata kunci: Guided inquiry, Arduino, Berfikir Kritis   EFFECTIVENESS OF GUIDED INQUIRY LEARNING MODEL OF GROUP AND CLASS INVESTIGATION TO INCREASE CRITICAL THINKING SKILLS Abstract This study aims to know: 1) the improvement of critical thinking skills for groups and classical; 2) the difference of critical thinking skill increasing between group and class. The method used in this research was quasi experiment, with pretest-posttest control group design model. The population of this study were 4 classes (120) students in the 7th grade of Muhammadiyah 8 Yogyakarta Junior High School, the sample used 2 classes determined by proportionate Stratified Random Sampling technique. One class is an experimental class which implement guided inquiry based on group investigastion learning model and one other class is a control class that implement guided inquiry based on classical investigation learning model. Data was collecting by critical thinking skills test. Data were analyzed by descriptive techniques using N-Gain and inferential statistic using t-test. The results shown that there are the significant differences between class A and Class B. In class VII A, the aspects of giving the explanation and build the basic skill are in medium category (0,58 and 0,52). While class VII B, the aspect of giving the explanation is in the medium category (0.64) and aspect of building the basic skills is in high category (0.90). Keywords: Guided Inquiry, Arduino, Critical Thinking

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS IV SD PADA SUBTEMA KEINDAHAN ALAM NEGERIKU

2019 ◽  
Vol 5 (2) ◽  
pp. 1019
Author(s):  
Ari Wariyanti
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design

ABSTRACTThis research aims to know the effect of inquiry learning model toward critical thinking skill and learning result of fourth grade student of Elementary School. The type of research is experiment research with form of research is pretest-posttest control group design. The research data was obtained as follows:  the ttest score (13,539) > ttable (1,686) and mean score in experiment class is 91,2500 higher than the critical thinking skills of students in the control class 57,7083. So, there are effect of inquiry learning model toward student’s critical thinking skill. As for the second hypothesis testing was shown with ttest score (4,459) > ttable (1,686) with mean score in experiment class is 87,5000 higher than student’s learning results in control class 75,7500. So, there are effect of inquiry learning model to student’s learning result. Based on the discussion of research results, it can be concluded that inquiry learning model has an effect to student’s critical thinking skills and student’s learning result in significant. Keywords: Inquiry Learning Model, Critical Thinking Skills, Learning Result. ABSTRAK                                                                                          Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis dan hasil belajar siswa kelas IV SD.  Jenis penelitian yang dilakukan adalah penelitian eksperimen dengan desain penelitian pretest-posttest control group design. Data hasil penelitian yang diperoleh sebagai berikut: nilai thitung (13,539) > ttabel (1,686) dan nilai mean pada kelas eksperimen sebesar 91,2500 lebih tinggi dibandingkan dengan kemampuan berpikir kritis  siswa pada kelas kontrol yaitu sebesar 57,7083. Jadi, ada pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis siswa. Sedangkan untuk pengujian hipotesis kedua menunjukkan nilai thitung (4,459) > ttabel (1,686) dengan nilai mean pada kelas eksperimen sebesar 87,5000 lebih tinggi dibandingkan dengan hasil belajar siswa pada kelas kontrol yaitu 75,7500. Jadi, ada pengaruh model pembelajaran inkuiri terhadap hasil belajar siswa. Berdasarkan diskusi hasil penelitian, dapat disimpulkan bahwa model pembelajaran inkuiri berpengaruh terhadap kemampuan berpikir kritis siswa dan hasil belajar siswa secara signifikan. Kata-kata Kunci: model pembelajaran inkuiri, kemampuan berpikir kritis, hasil belajar.

scholarly journals Implementation Cooperative Learning Type STAD Assisted Edmodo in Improving Students' Critical Thinking Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Muhamad Epi Rusdin ◽  
Widodo Widodo ◽  
Guntur Maruto
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Class Viii ◽  
Learning At Home

The STAD cooperative learning model can support active, independent and responsible learning for students. The application of this model is expected to improve students' critical thinking skills. The purpose of this study was to determine the improvement of students' critical thinking skills using Edmodo-assisted learning models. Edmodo was modified to become a teacher tool to expand learning at home. This research is an experimental study using a pretest-posttest control group design involving 39 students of class VIII MTs At-Taqwa Beru, Sikka, East Nusa Tenggara. Based on the results of the study it was found that the Edmodo-assisted STAD type cooperative learning model can improve students' critical thinking skills.

scholarly journals Learning Model Jurisprudential Inquiry to Improve Critical Thinking of MTs N 1 Situbondo Students

2020 ◽  
Vol 1 (8) ◽  
pp. 115
Author(s):  
Lailatul Badriyah ◽  
Warsono Warsono ◽  
Ali Haidar
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Alternative Solutions

The Jurisprudential Inquiry learning model is a learning model in its application facilitating learners to be sensitive to social problems, take a position on the problem, and maintain that position / attitude with relevant and valid arguments so as to improve students' critical thinking skills. Critical thinking in this research refers to five indicators, namely the ability to form conclusions, formulate questions, uncover problems, formulate alternative solutions. The purpose of this study was to determine the effect of Jurisprudential Inquiry learning model on critical thinking skills of MTs N 1 Situbondo students. This study uses experimental research design with the form of Quasi-Experimental Design with the type of pretest posttest control group design. The sample in this study was class VIII G numbering 22 students and VIII H a number of 24 students with purposive sampling sampling technique. The technique of collecting data uses test questions with the description form. The data analysis technique in this study is to use the independent sample t-test. The results of this study indicate that there is a significant influence on the use of the Jurisprudential Inquiry learning model on students' critical thinking with indicators formulating conclusions, formulating questions, expressing problems and providing alternative solutions. The results of the hypothesis test show tcount 3.362 and ttable with a significance level (5%) 0.05, degree of freedom (db) = (n-2) then obtained t(0.05) (44) table = 2.015. The results of tcount>ttable,which shows the results of 3.362> 2.015. As for the significance level of 5% (0.05) has a significance value α> 0.05, i.e. (2-tailed) 0.694> 0.05., it can be concluded that thelearning model is Jurisprudential Inquiry more influential than themodel Problem Solving on the critical thinking ability of students on the material emergence of national organizations and the growing spirit of nationalism.

scholarly journals The Effect of Inquiry Learning Model And Scientific Literacy Toward Students’ Critical Thinking Skills In Primary School

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nia Devi Anggraini ◽  
I Made Astra ◽  
Erry Utomo
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Scientific Literacy ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Tukey Test

The aim of this study is to determine the effect of Inquiry Learning Model and Scientific Literacy toward students’ Critical Thinking Skills in Primary School. This Study was Conducted at SD Islam Al-Ikhwan Tangerang in Fifth Graders. The True Experiment Method with Two Way Anava design (treatment by level 2x2) was implemented in this study. 40 students as the sample was selected by simple random sampling. Students in experimental group were learned through Inkuiri Mandiri model. Meanwhile, in control group, students were learned through Guided Inquiry. Based on data analysis, it was obtained: (1) the student’s critical thinking skills given by Inkuiri Mandiri Model is higher than Guided Inquiry, as evidenced by Fcount (10.93) > Ftable (4.10 ); (2) there is influence of interaction between learning models and scientific literacy toward student’s critical thinking skills, this can be seen from the acquisition price of Fcount (58.926) > Ftable (4.10); (3) student’s critical thinking skills given Inkuiri mandiri Model is higher than Guided Inquiry in group of students with high scientific literacy, with the Tukey-test Qcount Test (10.986) > Qtable (4.33); and (4) student’s critical thinking skills given Inkuiri Mandiri Model is lower than Guided Inquiry in group of students who have low scientific literacy, with the Tukey-test Qcount Test (4.369) > Qtable (4.33).

scholarly journals MODEL PEMBELAJARAN SIKLUS BELAJAR DESKRIPTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMK PADA MATERI IKATAN KIMIA

2015 ◽  
Vol 20 (1) ◽  
pp. 53
Author(s):  
Suhaeti Sri Mulyasih
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Chemical Bonding ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Average Value

The aim of this study was to get information about the effectiveness of using descriptive learning cycle instructional model to improve students’ understanding and critical thinking skills related to chemical bonding concept in one of vocational high schools (SMK) in Sumedang. Indicators for conceptual understanding consisted of six categories, while indicators of critical thinking skills were four indicators. The method used was quasi-experimental research design nonequivalent pretest-posttest control group design. Instrument used was essay test. T test results showed that based on the average value of n-gain, difference in overall students' conceptual understanding in experimental class and control class was significant (p = 0.00 p <0.05), and critical thinking skills significantly  developed by descriptive learning model cycle was to identify conclusions (p = 0.004 p <0.05).Keywords: critical thinking skills, concepts of chemical bonding, descriptive learning model, understanding conceptsABSTRAK Penelitian ini bertujuan untuk memperoleh informasi mengenai penggunaan model pembelajaran siklus belajar deskriptif dalam upaya meningkatkan pemahaman konsep dan berpikir kritis siswa di salah satu SMK di Kabupaten Sumedang pada konsep ikatan kimia. Indikator pemahaman konsep yang diselidiki terdiri dari enam kategori, sedangkan indikator keterampilan berpikir kritis yang diselidiki berjumlah empat indikator. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian nonequivalent pretest-posttest control group design. Instrumen yang digunakan berupa soal tes berbentuk esai. Hasil uji t menunjukkan bahwa berdasarkan nilai rata-rata n-gain, perbedaan pemahaman konsep siswa antara kelas eksperimen dan kelas kontrol secara keseluruhan berbeda signifikan (p= 0,00  p< 0,05), dan keterampilan berpikir kritis yang paling dapat dikembangkan secara signifikan melalui model pembelajaran siklus belajar deskriptif adalah mengidentifikasi kesimpulan (p= 0,004 p< 0,05).Kata kunci: model pembelajaran deskriptif, pemahaman konsep, keterampilan berpikir kritis, konsep ikatan kimia

scholarly journals The Correlation of Guided Inquiry Model with SETS Approach on Students' Critical Thinking Skills

EDUSAINS ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 341-348
Author(s):  
R. Melisa Nelvita Sari ◽  
Siti Suryaningsih ◽  
Luki Yunita
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Quasi Experiment

KORELASI MODEL INKUIRI TERBIMBING BERPENDEKATAN SETS TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA AbstractCritical thinking skills in chemistry subject is still low. Teacher-centered learning is one of the causes of low critical thinking skills. The objective of this study was to investigate the correlation of guided inquiry learning model with the Science, Environment, Technology and Society (SETS) approach on students’ critical thinking skills at chemical equilibrium material. The research method was Quasi Experiment with Nonequivalent Control Group Design, and the samples were taken using purposive sampling. The samples consisted of 36 students in the control and the experimental classes. The research instrument consisted of 12-item essay test which represented 11 indicators of critical thinking skill. Data analysis was performed using the Independent Sample T-test through SPSS 22 version. The results of hypothesis testing showed a correlation of the use of guided inquiry model with SETS approach on students' critical thinking skills in the experimental class with sig values <0.05. The percentage result of the posttest data showed an increase in critical thinking skills of students in the experimental class. The conclusion of this study is that the use of guided inquiry model with SETS approach can improve students' critical thinking skills. The highest critical thinking skills indicator in the experimental class is inducing and judging inductions, while the lowest indicator is observing and judging observation reports.AbstrakKeterampilan berpikir kritis pada mata pelajaran kimia masih rendah. Pembelajaran yang berpusat pada  guru adalah salah satu penyebab rendahnya keterampilan berpikir kritis. Tujuan penelitian untuk mengetahui korelasi model pembelajaran inkuiri terbimbing berpendekatan Science, Environment, Technology, dan Society (SETS) terhadap keterampilan berpikir kritis siswa pada materi kesetimbangan kimia. Metode penelitian adalah Quasi Experiment dengan desain Nonequivalent Control Group Design, dan teknik yaitu purposive sampling. Sampel penelitian sebanyak masing-masing 36 orang pada kelas kontrol dan eksperimen. Instrumen penelitian berupa tes esai sebanyak 12 butir soal yang mewakili 11 indikator keterampilan berpikir kritis. Analisis data menggunakan Independent Sample T-test melalui SPSS versi 22. Hasil uji hipotesis menunjukkan adanya korelasi penggunaan model inkuiri terbimbing berpendekatan SETS terhadap keterampilan berpikir kritis siswa kelas eksperimen dengan nilai sig. < 0,05. Hasil persentase data posttest menunjukkan adanya peningkatan keterampilan berpikir kritis siswa pada kelas eksperimen. Kesimpulan dari penelitian ini bahwa penggunaan model inkuiri terbimbing berpendekatan SETS mampu meningkatkan keterampilan berpikir kritis siswa. Indikator keterampilan berpikir kritis tertinggi di kelas eksperimen adalah membuat induksi dan mempertimbangkan hasil induksi dan indikator terendah adalah mengobservasi dan mempertimbangkan hasil observasi.  

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Asister Fernando Siagian
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Learning Control ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Better Than

  ABSTRAK Penelitian ini bertujuan: Untuk Mengetahui apakah ada perbedaan model pembelajaran inkuiri  terbimbing dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa. Sampel dalam penelitian ini dilakukan secara random sampling sebanyak dua kelas, dimana kelas pertama sebagai kelas eksperimen diterapkan model pembelajaran inkuiri terbimbing dan kelas kedua sebagai kelas kontrol diterapkan pembelajaran konvensional. Instrumen yang digunakan dalam penelitian ini yaitu instrumen tes kemampuan berpikir kritis dalam bentuk uraian sebanyak 4 soal yang telah dinyatakan valid dan reliabel. Dari hasil penelitian dapat disimpulkan bahwa ada pengaruh model pembelajaran inkuiri terbimbing dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa, Kemampuan berpikir kritis siswa yang diajarkan dengan model pembelajaran inkuiri terbimbing lebih baik dari pembelajaran konvensional. Kata Kunci: inkuiri terbimbing dan keterampilan berpikir kritis ABSTRACT This study aims: To determine whether there are differences guided inquiry learning model and conventional learning to students' critical thinking skills. The sample in this study conducted by random sampling of two classes, where the class is first applied as an experimental class guided inquiry learning model and the second class as class applied to the conventional learning control. The instrument used in this study are critical thinking skills test instruments in the form of descriptions of 4 questions that have been declared valid and reliable. From the results of this study concluded that there is the influence of guided inquiry learning model and conventional learning to students' critical thinking skills, critical thinking skills of students who are taught by guided inquiry learning model is better than conventional learning.   Keywords: guided inquiry and critical thinking skills

scholarly journals Implementation of discovery learning on electromagnetic wave material based on adsorption Congo Red by silica from Bengkulu beach sand

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
M. Lutfi Firdaus ◽  
Sasti Yuliafitri ◽  
Eko Swistoro ◽  
Ghufira Ghufira ◽  
Rendy W. Wardana
Keyword(s):  
Critical Thinking ◽  
Electromagnetic Wave ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control

This study aims to describe the differences in students’ critical thinking skill between class which use discovery learning and conventional learning in electromagnetic wave material. The research method used was a quasi-experimental method with a non-equivalent control group design which was conducted in MAS 01 Darussalam Kepahiang. In non-equivalent control group design, the sample (was) not taken randomly but by purposive sampling technique. The research sample taken by the researcher consists of two classes,  (i.e.) the class XII A2 as an experimental class and the class XII A3 as a control class. Both classes were given a pretest to find out the students’ fundamental critical thinking skills and a posttest to find out the students' final critical thinking skills. This research was conducted in two meetings according to subchapters on electromagnetic wave material. Discovery learning model was applied in the experimental class with the steps of learning are stimulation, problem statement, data collection, data processing, verification, and generalization. The average value of critical thinking of the experimental class student was 65.7 and (the) control class was 48.12 with a value of sig. (2-tailed) = 0.000 sig. α = 0.05. Based on the results, it can be concluded that there is a significant difference in students’ ' critical thinking skills using the discovery learning model with the critical thinking skills of students using conventional learning.

scholarly journals Pengaruh Strategi Predict Observe Explain (POE) Terhadap Kemampuan Berpikir Kritis Siswa

BIODIK ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 173-180
Author(s):  
Gufron Amirullah ◽  
Rizkia Suciati ◽  
Susilo Susilo ◽  
Dewi Handayani
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability ◽  
Cluster Random Sampling

Learning strategy is a very decisive factor in student learning outcomes. This study wanted to know the influence of Predict Observe Explain (POE) strategy to the critical thinking ability of grade X students in environmental pollution material at SMA Negeri 3 Bekasi. The study used Pretest-Posttest Control Group Design with a sampling technique of Cluster Random Sampling (N: 90). Research instruments in the form of 10 test descriptions that have been integrated with the ability of critical thinking are used for data collection. The research Data is analyzed using the normality test, homogeneity test, and T test. Our research results show the average value of the experiment class (x = 75.03) greater than the control class (x = 65.57). The hypothesis Test (T-Test) with a signification level of 1% obtained a Thit value of 5.25 & this 2.39. Our research suggests that POE learning strategies can affect students ' critical thinking skills. This POE strategy can be used as a referral for biological teachers to improve the students ' critical thinking skills. Keywords: POE strategy, essential thinking ability, environmental pollution. Abstrak. Strategi pembelajaran merupakan faktor yang sangat menentukan hasil belajar siswa. Studi ini ingin mengetahui pengaruh strategi Predict Observe Explain (POE) terhadap kemampuan berpikir kritis siswa kelas X pada materi pencemaran lingkungan di SMA Negeri 3 Bekasi. Penelitian ini menggunakan Pretest-Posttest Control Group Design dengan teknik sampling Cluster Random Sampling (n: 90). Instrumen penelitian berupa 10 soal tes uraian yang telah terintegrasi dengan kemampuan berpikir kritis digunakan untuk pengumpulan data. Data penelitian dianalisis dengan menggunakan uji normalitas, uji homogenitas, dan uji t. Hasil penelitian kami menunjukkan nilai rata-rata kelas eksperimen (x = 75,03) lebih besar dari kelas kontrol (x = 65,57). Uji hipotesis (uji t) dengan taraf signifikasi 1 % diperoleh nilai thit sebesar 5,25 & ttabel 2,39. Penelitian kami menunjukkan bahwa strategi pembelajaran POE dapat mempengaruhi kemampuan berpikir kritis siswa. Strategi POE ini dapat dijadikan rujukan guru biologi untuk meningkatkan kemampuan berpikir kritia pada siswa. Kata Kunci : Strategi POE, Pencemaran Lingkungan, Kemampuan Berpikir Kritis.

scholarly journals Penerapan Model Process Oriented Guided Inquiry Learning (POGIL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

2017 ◽  
Vol 3 (2) ◽  
pp. 127-136
Author(s):  
Adam Malik ◽  
Vita Oktaviani ◽  
Wahyuni Handayani ◽  
Muhammad Minan Chusni
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Static Fluid ◽  
Process Oriented

Abstract This study aims to determine the implementation of learning using Process Oriented Guided Inquiry Learning model (POGIL) and the influence of application of POGIL learning model to the critical thinking skills of students. The method used in this research was pre-experimental design, with the one-group pretest-posttest design. The sample of this research was class X MIA E which amounted to 36 people selected by using simple random sampling technique. The results showing the average of all teacher activity of meetings was 88.88% and 87.04% for the students' activities were in the very good category. In addition, there was an increase in the critical thinking skills of students on the static fluid concept of 0.61 which was included in the medium category. Thus, POGIL learning model can be used as an alternative in improving students' critical thinking skills on the static fluid concept. Keywords: POGIL, critical thinking skills, static fluid Abstrak Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran menggunakan model Process Oriented Guided Inquiry Learning (POGIL) dan pengaruh penerapan model pembelajaran POGIL terhadap keterampilan berpikir kritis peserta didik. Metode dalam penelitian ini menggunakan pre-experimental design, dengan desain one-group pretest-posttest. Sampel penelitian ini yaitu kelas X MIA E yang berjumlah 36 orang yang dipilih dengan menggunakan teknik simple random sampling. Hasil penelitian menunjukkan rata-rata seluruh pertemuan aktivitas guru sebesar 88,88% dan aktivitas peserta didik 87,04% yang termasuk pada kategori sangat baik. Selain itu, terdapat peningkatan keterampilan berpikir kritis peserta didik pada materi fluida statis sebesar 0,61 yang termasuk pada kategori sedang. Dengan demikian, model pembelajaran POGIL dapat dijadikan sebagai alternatif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi fluida statis. Kata-kata Kunci: POGIL, keterampilan berpikir kritis, fluida statis

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