PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING

DENGAN METODE PRAKTIKUM TERHADAP KEMAMPUAN

BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA MATERI POKOK
HIDROLISIS GARAM PADA SISWA KELAS XI IPA SMAN 4
MATARAM

MIA BUDI AROFA

E1M012038

ABSTRAK
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri
terbimbing dengan metode praktikum terhadap kemampuan berpikir kritis dan
hasil belajar kimia materi pokok hidrolisis garam pada siswa kelas XI IPA SMAN
4 Mataram. Penelitian ini merupakan penelitian quasi exsperiment dengan desain
penelitian non-equivalent control group design. Populasi penelitian adalah seluruh
siswa kelas XI SMA Negeri 4 Mataram, dan pengambilan sampel dengan teknik
purposive sampling. variable bebasdalampenelitianiniadalah model
pembelajaraninkuiriterbimbingdenganmetodepraktikumuntukkelaseksperimendan
model pembelajarankonvensionaluntukkelaskontrol. Teknikanalisis data
menggunakanMann-Whitney U-
Testuntukhipotesispertamadanujianakovauntukhiotesiskedua.Hasilujihipotesispert
amaZhitung (1,24) < Ztabel (1,69)maka Ha1ditolakdan H01diterima.
HasilujihipotesiskeduaFhitung(7,43) > Ftabel (4,06) makaHa2diterimadan H02ditolak.
Berdasarkanhasilpenelitiantersebutmakadapatdisimpulkanbahwamodel
pembelajaran
inkuiriterbimbingdenganmetodepraktikumtidakberpengaruhlebihbaikterhadapkem
ampuanberpikirkritissiswakelas XI IPA SMAN 4
Matarampadamateripokokhidrolisisgaramdanmodel pembelajaran
inkuiriterbimbingdenganmetodepraktikummemberikanpengaruh yang
lebihbaikdaripada model konvensional terhadaphasil belajar kimia materi
pokokhidrolisisgaram pada siswa XIIPA SMAN 4Mataram.
Kata kunci: Inkuiriterbimbing, metode praktikum, kemampuanberpikirkritis,
hasilbelajar, materihidrolisis garam

THE INFLUENCE OF GUIDED INQUIRY MODEL IN PRACTICAL

LEARNING METHOD ON STUDENTS CRITICAL THINKING SKILLS
AND LEARNING OUTCOMES ON SALT HYDROLYSIS TOPIC ON
SCIENCE STUDENTS GRADE XI AT SMAN 4 MATARAM SCHOOL
YEAR 2015/2016

This study aims to know the influence of guided inquiry model with
practical learning method on student’s critical thinking skill and learning
outcomes. This research was a quasi-experimental with nonequivalent control
group design. The studied populations were all of class XI in SMAN 4 Mataram.
Two classes (XI MIA 2 and XI MIA 3) were selected as the sample by purposive
sampling technique. The independent variables in this study wereguided inquiry
model with practical learning method on the experiment class, and conventional
model on the control class. The dependent variables were critical thinking skills
and learning outcomes. A multiple choice test was used to measure student’s
critical thinking skills and learning outcome. The data were analyzed using u-
testto examine the first hypothesis and Anacova testto examine the second
hypothesis. The first hypothesis test resulted Zstat (1,24) <Ztable (1,69)so that Ha1
was rejected and H01 was accepted. The second hypothesis test resulted (7,43)
>Ftable (4,06) so that Ha2 was accepted and H02 was rejected. Based on these
results, it could be concluded that the results of student’scritical thinking skills
who were taught by the guided inquiry model with practical learning method did
not better compared to students who were taught by conventional methods in salt
hydoliysistopic in science students grade XI at SMAN 4Mataram and student’s
learning outcome who were taught with guided inquiry model with practical
learning method was better than students who were taught by the conventional
methods in salt hydrolysis in science students grade XI at SMAN 4Mataram.A u-
test was applied to analyze critical thinking data and Anacova was applied to
analyze learning outcome data. The result shows that Zstat (1,24) <Ztable (1,69),
mean that guided inquiry model with practical learning methoddoes not
enchanced student's critical thinking skills. In contrast, learning outcomes data
shows that Fstat (7,43) >Ftable (4,06), it is revealed that guided inquiry model with
practical learning method does influence the learning outcomes.

Pilihaja mw pakemerahatobiru,
intinyasamatpbirulebihsingkatpadatjelas
Key words: guided inquiry, practical method, critical thinking skills, learning
outcomes, salt hydrolysis
 ABSTRAK BARU

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA

PEMBELAJARAN DENGAN METODE PRAKTIKUM TERHADAP
KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA
MATERI POKOK HIDROLISIS GARAM PADA SISWA KELAS XI MIA
SMAN 4 MATARAM TAHUN PELAJARAN 2015/2016

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri

terbimbing pada pembelajaran dengan metode praktikum terhadap kemampuan
berpikir kritis dan hasil belajar kimia materi pokok hidrolisis garam pada siswa
kelas XI MIA SMAN 4 Mataram tahun pelajaran 2015/2016. Penelitian ini
merupakan penelitian quasi exsperiment dengan desain penelitian non-equivalent
control group design. Populasi penelitian adalah seluruh siswa kelas XI MIA
SMA Negeri 4 Mataram dan pengambilan sampel dengan teknik simple random
sampling. Variabel bebas dalam penelitian ini adalah model pembelajaran inkuiri
terbimbing dengan metode praktikum (HAPUS INI KRN KEDUA KELAS
MAKE PRAKTIKUM, JD DY TDK TERMASUK VARIABEL BEBAS) untuk
kelas eksperimen dan model pembelajaran konvensional untuk kelas kontrol.
(TAMBAHIN INI, KYKNY KMRN LUPA, TP INI SUDAH ADA D BHS
INGGRISNYA: variable terikat dalam penelitian ini adalah kemampuan berpikir
kritis dan hasil belajar siswa. Teknik analisis data menggunakan Mann-Whitney
U-Test untuk hipotesis pertama dan uji anakova untuk hiotesis kedua. Hasil uji
hipotesis pertama Zhitung (1,24) < Ztabel (1,69) maka Ha1 ditolak dan H01 diterima.
Hasil uji hipotesis kedua Fhitung(7,43) > Ftabel (4,06) maka Ha2 diterima dan H02
ditolak. Berdasarkan hasil penelitian tersebut maka dapat disimpulkan bahwa
model pembelajaran inkuiri terbimbing pada pembelajaran dengan metode
praktikum tidak berpengaruh lebih baik terhadap kemampuan berpikir kritis siswa
kelas XI MIA SMAN 4 Mataram tahun pelajaran 2015/2016 pada materi pokok
hidrolisis garam dan model pembelajaran inkuiri terbimbing pada pembelajaran
dengan metode praktikum memberikan pengaruh yang lebih baik terhadap hasil
belajar kimia materi pokok hidrolisis garam pada siswa XI MIA SMAN 4
Mataram tahun pelajaran 2015/2016.
 NEW
THE INFLUENCE OF GUIDED INQUIRY MODEL IN PRACTICAL
LEARNING METHOD ON STUDENTS CRITICAL THINKING SKILLS
AND LEARNING OUTCOMES ON SALT HYDROLYSIS TOPIC ON
SCIENCE STUDENTS GRADE XI AT SMAN 4 MATARAM SCHOOL
YEAR 2015/2016

This study aims to know the influence of guided inquiry model with practical
learning method on student’s critical thinking skill and learning outcomes. This
research was a quasi-experimental with nonequivalent control group design. The
studied populations were all of class XI in SMAN 4 Mataram. Two classes (XI
MIA 2 and XI MIA 3) were selected as the sample by purposive sampling
technique. The independent variables in this study were guided inquiry model
with practical learning method on the experiment class, and conventional model
on the control class. The dependent variables were critical thinking skills and
learning outcomes. A multiple choice test was used to measure student’s critical
thinking skills and learning outcome. The data were analyzed using u-test to
examine the first hypothesis and Anacova testto examine the second hypothesis.
The first hypothesis test resulted Zstat (1,24) <Ztable (1,69)so that Ha1 was rejected
and H01 was accepted. The second hypothesis test resulted (7,43) >Ftable (4,06) so
that Ha2 was accepted and H02 was rejected. Based on these results, it could be
concluded that the results of student’s critical thinking skills who were taught by
the guided inquiry model in practical learning method did not better compared to
students who were taught by conventional methods in salt hydoliysis topic in
science students grade XI at SMAN 4 Mataram and student’s learning outcome
who were taught with guided inquiry model in practical learning method was
better than students who were taught by the conventional methods in salt
hydrolysis in science students grade XI at SMAN 4 Mataram.