IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODELS TRAIN CRITICAL THINKING SKILLS IN REACTION RATE MATERIALS FOR ELEVEN CLASS SMAN 3 LAMONGAN

Abstract

This research aims to describe the critical thinking skills, the implementation of learning models, activities, and students responses in the implementation of guided inquiry learning to train students critical thinking skills. The study was conducted with a pre-experimental research method One Group Pretest-Posttest Design at the eleven class Science 4 SMAN 3 Lamongan with a total of 30 respondents and using observation, tests (pretest and posttest), and questionnaires. This research found (1) The average feasibility of the guided inquiry learning for 3 meetings, in phase 1 87.5% (very good), phase 2 100% (very good), phase 3 96.87% (very good) , phase 4 87.5% (very good), phase 5 90.62% (very good); (2) Student activities related to the implementation of guided inquiry learning models and critical thinking skills of 97.22% at meeting 1, 97.78% at meeting 2, and 98.33% at meeting 3; (3) Critical thinking skills after trained for 3 meetings in interpretation, analysis, explanation, and inference components resulted with a percentage of 93.33% got N-Gain score in high category and 6.67% got the medium and completeness classical categories obtained 90%; (4) Student responses related to the process of guided inquiry learning and critical thinking 86.86% gave positive responses and 13.14% gave negative responses.

Keywords: Guided inquiry, critical thinking skills, reaction rates.