PENERAPAN MODEL GUIDED INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS DENGAN VARIABEL MODERATOR MOTIVASI BELAJAR
Abstract
Abstrak
Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis siswa yang menggunakan model pembelajaran guided inquiry dan dengan model pembelajaran ekspositori. Metode yang digunakan adalah quasi eksperiment dengan desain faktorial 2x2. Subjek penelitian yaitu kelas XI IPS 2 dan XI IPS 3 SMA N 1 Cilimus. Teknik pengumpulan data menggunakan tes pilihan ganda kompleks dan angket. Analisis data menggunakan two way Anova. Dari hasil penelitian diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis siswa antara kelas yang mendapatkan model guided inquiry dengan kelas yang mendapatkan model ekspositori. Hal ini terlihat dari nilai mean untuk kelas guided inquiry yang lebih besar dibandingkan dengan mean siswa kelas kontrol. Terdapat perbedaan kemampuan berpikir kritis siswa antara yang memiliki tingkat motivasi tinggi dan rendah dimana kemampuan berpikir kritis siswa yang memiliki tingkat motivasi tinggi lebih efektif dibandingkan dengan siswa yang memiliki tingkat motivasi yang rendah. Terdapat interaksi antara model pembelajaran dengan motivasi belajar. Hal ini mengandung arti bahwa pengaruh model terhadap kemampuan berpikir kritis tergantung pula oleh tingkat motivasi belajar siswa. Dalam mengimplementasikan model pembelajaran guided inquiry sebaiknya guru harus mempertimbangkan aspek waktu yang akan digunakan agar pelaksanaan pembelajaran lebih efektif serta mampu memberikan tahap orientasi atau permasalahan awal dengan materi-materi yang lebih bersifat kontekstual.
Kata Kunci : guided inquiry; motivasi belajar; kemampuan berpikir kritis
Abstract
This study aims to determine differences in students' critical thinking skills between the use of the guided inquiry learning model and the expository learning model. The method used is a quasi experiment with a 2x2 factorial design. The research subjects were class XI IPS 2 and XI IPS 3 SMA N 1 Cilimus. Data collection techniques used multiple choice tests and questionnaires. Meanwhile, data processing uses two way Anova. From the results of data analysis, it was concluded that there were differences in students' critical thinking skills between the class that received the guided inquiry model and the class that received the expository model. This can be seen from the mean value for the guided inquiry class which is greater than the mean for the control class students. There is a difference in students' critical thinking skills between those with high and low levels of motivation where the critical thinking skills of students who have high levels of motivation are more effective than students who have low levels of motivation. There is an interaction between the learning model and learning motivation. This implies that the effect of the model on critical thinking skills also depends on the level of student learning motivation. In implementing the guided inquiry learning model, the teacher should consider the aspect of time that will be used so that the implementation of learning is more effective and able to provide an orientation stage or initial problems with materials that are more contextual in nature.
Keywords: guided inquiry; motivation to learn; critical thinking
Full Text:
PDFReferences
Acar, O. A., & Tuncdogan, A. (2018). Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model. Teaching in Higher Education, 0(0), 1–15. https://doi.org/10.1080/13562517.2018.1516636.
Arends, R. (2012). Belajar Mengajar, Edisi ke-9. New York: Mc-Graw Hill.
Ariyana, Y., Pudjiastuti, A., Bestary, R., & Zamroni. (2018). Buku Pegangan Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi. Direktorat Jenderal Guru dan Tenaga Kependidikan Kemeterian Pendidikan dan Kebudayaan.
Bihrer, A., Bruhn, S., & Fritz, F. (2019). Penelitian Sarjana Pembelajaran Berbasis Inkuiri. Dalam Pembelajaran Berbasis Inkuiri - Penelitian Sarjana: Pengalaman Multidisipliner Jerman. Springer Terbuka. https://doi.org/10.1007/978-3-030-14223-027
Bilgin, I. (2009). The Effect of Guided Inquiry Instruction Incorporating a Cooperative Learning Approach on University students’ Achievement of Acid and Based Concepts and Attitude Toward Guided Inquiry Instruction. Scientific Research and Essay. Volume 4. No. 10. Pp 1038-1046.
E,A, Koksal., G, Berberoglu. (2012). The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students’ Achievement, Science Process Skills, and Attitudes Toward Science International Journal Science Education, Vol. 693, No. 01, pp 1–13.
Ennis, R.H. (1995). Critical Thinking. New York: Prentice Hall.
Facione, F. A. (2015). Critical Thingking: What It Is and Why It Counts. Measured Reasons LLC.
Ghazali, A., & Sari, I. P. (2021). The Application of Guided Inquiry Model on Critical Thinking Ability with Learning Motivation as Moderator Variable. Journal of Physics: Conference Series, 1826 (1), 012052.
Halpern, D. (2003). Pemikiran dan Pengetahuan. Edisi ke-4. New Jersey: Erlbaum.
Hanson, D. M. (2005). Designing Process-Oriented Guided-Inquiry Activities (Issue March). Pacific Crest.
Iskandar, I., & Mulyati, S. (2019). The Use Of Project Based Learning Method In Developing Students’ Critical Thinking. Indonesian Journal of Learning and Instruction, 2(1), 71-78. doi: 10.25134/ijli.v2i01.1686.
Karakoç, M. (2016). Signifikansi Kemampuan Berpikir Kritis Ditinjau Dari Pendidikan. Jurnal Internasional Humaniora dan Ilmu Sosial, 6(7), 81–84.
Krulik, Stephen dan Rudnick, Jesse A. (1999). Innovative Task To Improve Critical and Creative Thinking Skills. Reston: The National Council of Teachers of Mathematics, Inc.
Kuhlthau, C.C. (2007). Guided Inquiry: Learning in the 21st Century. Rutgers University, USA Center for International Scholarship in School Libraries (CISSL).
Kyumars, Azizmalayeri dkk. ( 2012). The Impact of Guided Inquiry Methods Of Teaching On The Critical Thinking Of High School Students. Journal of Education and Practice, Vol 3, No (10).
Lovisia, E. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar. Science and Physics Education Journal (SPEJ), 2(1), 1–10.
Lucia, O., Enciso, U., Sofia, D., Enciso, U., & Vargas, P. (2017). Pemikiran Kritis dan Pentingnya Dalam Pendidikan: Beberapa Refleksi. Jejak Wajah, 19(34), 78–88.
Mendari. (2010). Aplikasi Teori Hierarki Kebutuhan dalam Meningkatkan Motivasi Belajar Mahasiswa. Jurnal Widya Warta. Vol. 01(01): 82-91.
Mulyati, Sri & Setiawan, Iyan. (2019). Pengembangan Pembelajaran Ekonomi Pendekatan Konstruktivistik-Kontekstual dengan Perspektif Self Regulated Learning. Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi, 16(1), 39-47.
Mulyati, S., Suryani, Y., & Setiawan, I. (2019). Pengaruh Penerapan Model Pembelajaran Open Ended Terhadap Kemampuan Berpikir Kritis Siswa Dengan Variabel Moderator Motivasi Belajar (Eksperimen pada Mata Pelajaran Ekonomi Kelas X di SMAN 1 Cikijing). Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi, 16(2), 123-132.
Nisa, E. K., Jatmiko, B., Koestiari, T. (2018). Development Of Guided Inquirybased Physics Teaching Materials To Increase Critical Thinking Skills Of High School Students. Jurnal Pendidikan Fisika Indonesia, 14(1), 18-25.
Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34-35.
Salo, Y. A. (2017). Pengaruh Metode Discovery Learning Terhadap Keaktifan Belajar Siswa (Studi Quasi Eksperimen Kelas VII SMPN 6 Banda Aceh). Jurnal Penelitian Pendidikan, Volume 16 No 3, 297-304.
Trilling, B., & Hood, P. (1999). Learning, Technology, and Education Reform in the Knowledge Age or “We’re Wired, Webbed, and Windowed, Now What?. Educational Technology.
Ustad. (2012). Teori Perkembanagan Kognitif dalam Proses Belajar Mengajar. Jurnal Edukasi.Vol.7 (2) : 44-63.
Watson, S. (2019). Keterampilan Berpikir Tingkat Tinggi (HOTS) dalam Pendidikan. ThoughtCo., hlm. 1–3.
DOI: https://doi.org/10.25134/equi.v20i02.8266
Refbacks
- There are currently no refbacks.
