PERBEDAAN PENDEKATAN INKUIRI TERBIMBING (GUIDED INQUIRY) DAN PENDEKATAN INKUIRI SEMI TERBIMBING (MODIFIED FREE INQUIRY) TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SMP THE DIFFERENCE OF GUIDED INQUIRY APPROACH AND THE MODIFIED FREE INQUIRY APPROACH TO THE SKILLTHINK ABOUT CRITICAL STUDENTS SMP

Abstract

Penelitian ini bertujuan untuk mengetahui adanya perbedaan keterampilan berpikir kritis antara kelas berpendekatan inkuiri terbimbing dan inkuiri semi terbimbing. Penelitian ini merupakan eksperimen semu dengan desain non equivalent control group design. Populasi penelitian ini seluruh peserta didik kelas VII di SMP Negeri 2 Turi. Pengambilan sampel menggunakan teknik cluster random sampling sehingga diperoleh peserta didik kelas VII A sebagai kelas eksperimen-1 yang menggunakan pendekatan inkuiri terbimbing dan peserta didik kelas VII B sebagai kelas eksperimen-2 yang menggunakan pendekatan inkuiri semi terbimbing. Instrumen yang digunakan dalam penelitian ini berupa soal pretest-posttest, lembar observasi keterampilan berpikir kritis, dan lembar keterlaksanaan pembelajaran. Teknik analisis data meliputi uji prasyarat dan uji hipotesis. Uji prasyarat penelitian berupa uji homogenitas dan uji normalitas menggunakan program Anates. Uji hipotesis penelitian menggunakan program SPSS 22 yaitu uji t (independent sample t-test). Hasil penelitian ini adalah ada perbedaan keterampilan berpikir kritis antara kelas berpendekatan inkuiri terbimbing dan inkuiri semi terbimbing dan ditunjukkan bahwa keterampilan berpikir kritis kelas dengan pendekatan inkuiri terbimbing lebih baik daripada kelas dengan pendekatan inkuiri semi terbimbing.

Kata kunci: inkuiri semi terbimbing, inkuiri terbimbing, keterampilan berpikir kritis

This study aims to determine the difference of critical thinking skills between guided inquiry and semi-guided inquiry class. This research is a quasi experiment with non equivalent control group design. The population of this study consists of all seventh grade students of SMP N 2 Turi. Sampling is done by using cluster random sampling technique. The result of the sampling are students of class VII A as an experimental class-1 using guided inquiry approach and students of class VII B as an experimental class-2 using semi-guided inquiry approach. The instruments that are used in this research are pretest-posttest, critical thinking skill observation form, and instructional learning form. Data are analyzed using prerequisite test and hypothesis test. Prerequisite test consists of homogeneity test and normality test using Anates program. Independent sample t-test of SPSS 22 programs is used to test the hypothesis. The result of this research indicated that there is a difference of critical thinking skill between guided inquiry and semi-guided inquiry class and it is shown that classroom with guided inquiry approach has better critical thinking skill than the semi-guided inquiry class.

Keywords: critical thinking skills, guided inquiry, semi-guided inquiry