Development of Guided Inquiry Learning Model Based on Critical Questions to Improve Critical Thinking on the Concept of Temperature and Heat

Abstract

Conducting at the VII grade in SMPN 1 Batudaa, SMPN 2 Batudaa, and SMP Muhammadiyah Batudaa, this study aimed to develop and describe the quality of the critical question-based guided inquiry learning model in order to improve students' critical thinking skills on the concepts of temperature and heat. The development method used is Research and Development with a 4D development model, namely define, design, development, and disseminate. The results of this study indicated that: 1) the validation of the guided inquiry learning model based on critical questions is declared valid with minor revisions, 2) the practicality of the learning model is determined by the average percentage of learning implementation that gets a very good category throughout the trial class and the teacher's response model and response. Students obtained through questionnaires gave a positive response, 3) the effectiveness of the learning model was determined through the average percentage of student activities obtained in the active and very active categories; meanwhile, the results of the critical thinking skills test obtained the completeness of the average posttest score with a very good category with high N-gain analysis (<g> 0.7), an increase in critical thinking skills in students is evidenced by an increase in the average value from pretest to posttest on each critical thinking indicator with high N-gain analysis. Based on the results of this study, it was concluded that science learning using the Guided Inquiry learning model based on Critical Questions had met the valid, practical, and effective criteria for improving students' thinking skills.

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