PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY DAN GUIDED DISCOVERY BERBANTUAN SIMULASI PHET TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA PADA MATERI FLUIDA STATIS

• Main Author: Naura Zukhruf Jannah, - (Author)
• Format: Book
• Published: 2022-05-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian dilatarbelakangi oleh kurangnya kemampuan berpikir kritis siswa di jenjang SMA karena pembelajaran yang dilakukan hanya menyampaikan informasi dari guru sehingga siswa pasif dan tidak berpikir secara kritis. Karena hal tersebut, penelitian ini bertujuan untuk menganalisis pengaruh dari model guided inquiry dan guided discovery berbantuan simulasi phet terhadap peningkatan kemampuan berpikir kritis siswa SMA. Penelitian ini menggunakan pretest-postest nonequivalent multiple group design dengan sampel 30 orang siswa pada dua kelas eksperimen dari salah satu SMA Negeri di kota Cimahi. Instrumen yang digunakan adalah soal pre-test dan post-test kemampuan berpikir kritis berupa pilihan ganda beralasan dan lembar observasi keterlaksanaan. Uji yang dilakukan terhadap penelitian yaitu N-gain dan uji t sampel independen. Hasil penelitian menunjukkan bahwa kedua model berpengaruh terhadap peningkatan kemampuan berpikir kritis siswa dengan perolehan skor <g> untuk guided inquiry berbantuan phet 0,67 kategori sedang dan guided discovery berbantuan phet 0,57 kategori sedang. Sehingga dapat disimpulkan bahwa kedua model berpengaruh dalam meningkatkan kemampuan berpikir kritis siswa. Model pembelajaran guided inquiry berbantuan phet meningkatkan kemampuan berpikir kritis secara signifikan dibandingkan guided discovery berbantuan phet, dapat dilihat dari hasil uji t equal variances assumed dengan taraf sig. (2 tailed) sebesar 0.009 < 0,05. Kata Kunci: Guided Inquiry (GI), Guided Discovery (GD), Simulasi Phet, Kemampuan Berpikir Kritis. Research is motivated by the lack of critical thinking skills of students at the high school level because the learning carried out only conveys information from teachers so that students are passive and do not think critically. Because of this, this study aims to analyze the influence of guided inquiry and guided discovery models assisted by phet simulations on improving students' critical thinking ability on static fluid matter. The study used pretest-postest nonequivalent multiple group design with a sample of two experimental classes at one of the State High Schools in cimahi city. The instruments used are pre-test and post-test critical thinking skills in the form of multiple-reasoned choices and implementation observation sheets. The tests conducted on the study are normalized gain and independent sample t tests. The results showed that both models had an effect on improving students' critical thinking skills with a score of <g> for guided inquiry assisted phet 0.67 medium category and guided discovery assisted phet 0.57 medium category. So it can be concluded that both models are influential in improving students' critical thinking skills. Phet-assisted guided inquiry learning model improves critical thinking skills significantly compared to phet-assisted guided discovery, can be seen from the results of the t equal variances assumed test with a degree of sig. (2 tailed) by 0.009 < 0.05. Keywords: Guided Inquiry (GI), Guided Discovery (GD), Phet Simulation, Critical Thinking Ability

Item Description

http://repository.upi.edu/72902/1/S_FIS_1807605_Title.pdf
http://repository.upi.edu/72902/2/S_FIS_1807605_Chapter1.pdf
http://repository.upi.edu/72902/3/S_FIS_1807605_Chapter2.pdf
http://repository.upi.edu/72902/4/S_FIS_1807605_Chapter3.pdf
http://repository.upi.edu/72902/5/S_FIS_1807605_Chapter4.pdf
http://repository.upi.edu/72902/6/S_FIS_1807605_Chapter5.pdf
http://repository.upi.edu/72902/7/S_FIS_1807605_Appendix.pdf