PENERAPAN MODEL PEMBELAJARAN INQUIRY BASED LEARNING BERINTEGRASI STEM DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISWA SMA PADA MATERI FLUIDA STATIS - Darwita Hendriyani, - (2023)
Tujuan dari penelitian ini adalah untuk mengetahui analisis peningkatan keterampilan berpikir kritis dan penguasaan konsep siswa SMA dengan penerapan model pembelajaran IBL (Inquiry Based Learning) berintegrasi pendekatan STEM (Science, Technology, Engineering, and Mathematics) pada materi fluida statis. Metode yang digunakan pada penelitian ini adalah metode penelitian kuantitatif yang menerapkan pre-experimental design, dengan jenis penelitian one-group pretest-posttest design. Populasi dalam penelitian ini adalah siswa kelas XI MIPA di salah satu SMAN Kabupaten Tanjung Jabung Barat, populasi sekaligus sampel pada penelitian ini sebanyak 36 siswa. Analisis data menggunakan Uji Hipotesis, N-Gain dan persentase respon yang digunakan untuk mengetahui tanggapan siswa terhadap penerapan model pembelajaran IBL (Inquiry Based Learning) berintegrasi STEM. Hasil analisis data menunjukkan bahwa penerapan model pembelajaran IBL (Inquiry Based Learning) berintegrasi STEM (Science, Technology, Engineering, Mathematics) memberikan pengaruh positif terhadap peningkatan Keterampilan Berpikir Kritis dan Penguasaan Konsep siswa SMA pada materi fluida statis. The purpose of this study was to determine the analysis of increasing critical thinking skills and mastery of concepts by high school students through implementing the IBL (Inquiry Based Learning) model integrating the STEM (Science, Technology, Engineering, and Mathematics) approach on static fluid material. The method used in this study is a quantitative research method that applied a pre-experimental design, with a one-group pretest-posttest design. The population in this study involved 36 students of XI grade majoring in natural science or MIPA, at one of the state senior high schools in Tanjung Jabung Barat regency. Hypothesis Testing and N-Gain were used to analyze the data to acknowledge the improvement of students' critical thinking skills and their mastery of concept variables. Consecutively, the result of response percentage was used to determine students' responses on the application of the STEM-integrated IBL (Inquiry Based Learning) learning model. The results of data analysis show that the application of the IBL (Inquiry Based Learning) integrated STEM (Science, Technology, Engineering, Mathematics) learning model has a positive influence on increasing Critical Thinking Skills and Mastery of Concepts for high school students in static fluid material.