PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA MATERI KESETIMBANGAN KIMIA UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA KELAS XI SMA NEGERI 12 SURABAYA (IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL IN CHEMICAL EQUILIBRIUM MATERIAL TO TRAIN CREATIVE THINKING SKILL OF ELEVENTH GRADE STUDENTS AT SMAN 12 SURABAYA)

Abstract

Penelitian ini memiliki tujuan untuk mendeskripsikan keterlaksanaan pembelajaran, aktivitas siswa, dan keterampilan berpikir kreatif siswa terhadap penerapan model pembelajaran inkuiri terbimbing pada materi kesetimbangan kimia. Penelitian ini menggunakan One-Group Pretest-Posttest Design. Metode pengumpulan data yang digunakan yaitu metode observasi dan tes. Subyek penelitian ini adalah 38 siswa kelas XI di SMAN 12 Surabaya. Hasil penelitian ditunjukkan sebagai berikut: (1) Keterlaksanaan pembelajaran memperoleh rata-rata 3,7; 3,8; dan 4 dengan kategori sangat baik. (2) Siswa telah menggunakan 7,53% waktu untuk berlatih fluency, 19,66% waktu untuk berlatih flexibility, dan 15,59% waktu untuk berlatih elaboration. (3) Keterampilan berpikir kreatif siswa meningkat dari sebelum dan setelah diterapkan model pembelajaran inkuiri terbimbing, sebelum penerapan 19 siswa dalam kriteria kurang dan 19 siswa di kriteria tidak kreatif. Setelah penerapan terdapat 2 siswa dalam kriteria sangat kreatif, 29 siswa dalam kriteria kreatif, 6 siswa dalam kriteria cukup kreatif, dan 1 siswa di kriteria kurang kreatif.

Keywords: inkuiri terbimbing, keterampilan berpikir kreatif, kesetimbangan kimia.

The aim of this study is to describe learning feasibility, student’s activities, and creative thinking skill toward the implementation of guided inquiry learning model to teach equilibrium material in chemistry subject. This study used One-group pre-test-post-test design. Data collection technique used was observation and tests. The target of this study was eleventh grade students of SMAN 12 Surabaya which consists of 38 students. The result of this research were: (1) The mean score of the learning feasibility was 3.7; 3.8; and 4, in which belonged to very good category. (2) Students have spent 7.53% of their time to practice fluency, 19.66% to practice flexibility, and 15.59% to practice elaboration. (3) Student’s creative thinking skills have increased after the implementation of inquiry learning model. Before the implementation of this model, there were 19 students who belonged to the less creative criteria and 19 students belonedg to the not creative criteria. After the implementation of this model, there were 2 students who belonged to very creative criteria, 29 students in creative criteria, 6 students in quite creative criteria, and a student in less creative criteria.

Keywords: guided inquiry, creative thinking skills, chemical equilibrium