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

Naura Zukhruf Jannah, - (2022) PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY DAN GUIDED DISCOVERY BERBANTUAN SIMULASI PHET TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA PADA MATERI FLUIDA STATIS. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

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

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Item Type:	Thesis (S1)
Uncontrolled Keywords:	Kata Kunci: Guided Inquiry (GI), Guided Discovery (GD), Simulasi Phet, Kemampuan Berpikir Kritis.
Subjects:	L Education > L Education (General) Q Science > QC Physics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Fisika - S1
Depositing User:	Naura Zukhruf Jannah
Date Deposited:	06 Jun 2022 01:43
Last Modified:	06 Jun 2022 01:43
URI:	http://repository.upi.edu/id/eprint/72902

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