Perbandingan Model Pembelajaran Problem Based Learning dan Guided Inquiry Terhadap Kemampuan Berpikir Kritis pada Materi Laju Reaksi
DOI:
https://doi.org/10.33143/jes.v5i1.360Abstract
Telah dilakukan penelitian tentang perbandingan model pembelajaran Problem Based Learning dan Guided Inquiry terhadap kemampuan berpikir kritis mahasiswa pada materi laju reaksi. Penelitian ini dilakukan untuk mengetahui model pembelajaran yang paling sesuai untuk materi laju reaksi terhadap kemampuan berpikir kritis mahasiswa. Penelitian ini dilakukan pada dua kelas dengan jumlah sampel 23 orang pada masing-masing kelas dengan pretest-posttestnonequivalent design. Data dinalisis secara deskriptif-kuantitatif. Hasil penelitian menunjukkan data berdistribusi normal pada kedua kelas. Berdasarkan uji t sampel berpasangan pretest-posttest pada kedua kelas menunjukkan terdapat perbedaan kemampuan berpikir kritis pada awal dan akhir pembelajaran. Hasil posttest kedua kelas juga memiliki varian yang homogen. Hasil uji t sampel tidak berpasangan menunjukkan bahwa terdapat perbedaan rata-rata hasil belajar mahasiwa antara model pembelajaran model pembelajaran Problem Based Learning dan Guided Inquiry. Nilai posttest rata-rata kelas eksperimen I dan II berturut-turut adalah 78,70 dan 70,39, sehingga dapat disimpulkan bahwa pembelajaran dengan menggunakan model Problem Based Learning lebih baik untuk kemampuan berpikir kritis pada materi laju reaksi dibandingkan dengan model pembelajaranGuided Inquiry.
Kata Kunci: Guided Inquiry, Problem Based Learning, model pembelajaran, kemampuan berpikir
References
Agestiani, D. C. (2007). Kajian tentang Kesulitan Belajar Siswa Kelas XI IPA SMAN 7 Malang dalam Menyelesaikan Soal-Soal Laju Reaksi. Universitas Neheri Malang.
Arikunto, S. (2010). Dasar-Dasar Evaluasi Pendidikan (2nd ed.). Jakarta: PT Bumi Aksara.
Birgili, B. (2015). Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2(2), 71–80. https://doi.org/10.18200/JGEDC.2015214253
Cowden, C. D., & Santiago, M. F. (2016). Interdisciplinary Explorations: Promoting Critical Thinking via Problem-Based Learning in an Advanced Biochemistry Class. Journal of Chemical Education, 93(3), 464–469.
Fakhriyah, F. (2014). Penerapan Problem Based Learning dalam Upaya Mengembangkan Kemampuan Berpikir Kritis Mahasiswa. Jurnal Pendidikan IPA Indonesia, 3(1), 95–101.
Gupta, T., Burke, K. A., Mehta, A., & Greenbowe, T. J. (2015). Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students’ Critical Thinking Abilities. Journal of Chemical Education, 92(1), 32–38.
Herzon, H. H., Budijanto, & Utomo, D. H. (2018). Pengaruh Problem Based Learning (PBL) terhadap Keterampilan Berpikir Kritis. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(1), 42–46.
Irawati, P., & Fitrihidjati, H. (2017). Peningkatan Keterampilan Berpikir Kritis pada Model Pembelajaran Guided Inquiry Materi Sistem Transportasi di Kelas VII. Pensa: Jurnal Pendidikan Sains, 5(3), 217–221.
Ismaimuza, D. (2011). Kemampuan Berpikir Kritis Matematis Ditinjau dari Pengetahuan Awal Siswa. Jurnal Pendidikan Mateamatika, 2(1), 11–20.
Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal of Chemical Education, 91(10), 1649–1654.
Kogut, L. S. (1996). Critical Thinking in General Chemistry. Journal of Chemical Education, 73(3), 218–221.
Masek, A., & Yamin, S. (2011). The Effect of Problem Based Learning on Critical Thinking Ability: A Theoretical and Empirical Review. International Review of Social Sciences and Humanities, 2(1), 215–221.
Pusparini, S. T., Feronika, T., & Bahriah, E. S. (2018). Pengaruh Model Pembelajaran Problem Based Learning (PBL) terhadap Kemampuan Berpikir Kritis Siswa pada Materi Sistem Koloid. Jurnal Riset Pendidikan Kimia, 8(1), 35–42.
Rafiqa, Tjandrakirana, & Soetjipto. (2017). Penerapan Perangkat Pembelajaran Model Inkuiri Terbimbing (Guided Inquiry) untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA. Journal of Biology Education, 6(3), 265–273.
Sani, R. A., Manurung, S. R., Suswanto, & Sudiran. (2018). Penelitian Pendidikan. Tangerang: Tira Smart.
Sudjana. (2005). Metode Statistika (6th ed.). Bandung: Tarsito.
Tripalupi, L. E., & Suwena, K. R. (2014). Statistika; Dilengkapi dengan Pengenalan Statistika dalam Analisis SPSS. Yogyakarta: Graha Ilmu.
Wynn, C. M. (1999). Errata : Opportunities To Promote Critical Thinking. Journal of Chemical Education, 76(2), 203.
Downloads
Published
Issue
Section
License
Publication Ethics and Publication Malpractice Statement
This statement clarifies ethical behaviour of all parties involved in the act of publishing an article in our journals, including the authors, the editors, the peer-reviewers and the publisher (Directorate Research and Community Service, Universitas Ubudiyah Indonesia).
Ethical Guideline for Journal Publication
The publication of an article in a peer-reviewed JES is an essential building block in the development of a coherent and respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is therefore important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the authors, the journal editors, the peer reviewers, the publisher and the society.
Directorate Research and Community Service, Universitas Ubudiyah Indonesia (UUI) as publisher of this Journal takes its duties of guardianship over all stages of publishing extremely seriously and we recognize our ethical and other responsibilities. We are committed to ensuring that advertising, reprint or other commercial revenue has no impact or influence on editorial decisions.
Publication decisions
The editors of the journals are responsible for deciding which of the articles submitted to the journal should be published. The validation of the work in question and its importance to researchers and readers must always drive such decisions. The editors may be guided by the policies of the journal's editorial board and constrained by such legal requirements as shall then be in force regarding libel, copyright infringement and plagiarism. The editors may confer with other editors or reviewers in making this decision.
Fair play
An editor at any time evaluate manuscripts for their intellectual content without regard to race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy of the authors.
Confidentiality
The editor and any editorial staff must not disclose any information about a submitted manuscript to anyone other than the corresponding author, reviewers, potential reviewers, other editorial advisers, and the publisher, as appropriate.
Disclosure and conflicts of interest
Unpublished materials disclosed in a submitted manuscript must not be used in an editor's own research without the express written consent of the author.
