PENGARUH MODEL PEMBELAJARAN INKUIRI HIPOTETIK TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA KELAS VII SMP NEGERI 1 SINGARAJA - Astiti, K. A.; Sadia, I. W.; Suma, K. (Jurnal Pendidikan IPA, 2013)
Abstrak Tujuan penelitian ini adalah untuk menganalisis (1) perbedaan keterampilan berpikir kritis (KBK) dan keterampilan proses (KP) antara kelompok siswa yang belajar dengan model pembelajaran inkuiri hipotetik dan konvensional, (2) perbedaan keterampilan berpikir kritis (KBK) antara kelompok siswa yang belajar dengan model pembelajaran inkuiri hipotetik dan konvensional, (3) perbedaan keterampilan proses (KP) antara kelompok siswa yang belajar dengan model pembelajaran inkuiri hipotetik dan konvensional. Penelitian ini merupakan kuasi eksperimen dengan rancangan factorial 2x1 posttest only control group design. Data KBK dikumpulkan melalui tes, data KP siswa dikumpulkan melalui tes dan observasi. Data yang diperoleh dianalisis secara statistik deskriptif dan MANOVA satu jalur dengan hasil (1) terdapat perbedaan KBK dan KP siswa yang belajar dengan model inkuiri hipotetik dan model pembelajaran konvensional (F=59,161; p<0,05), (2) terdapat perbedaan KBK siswa yang belajar dengan model inkuiri hipotetik dan konvensional (F=22,219; p<0,05), (3) terdapat perbedaan KP siswa yang belajar dengan model inkuiri hipotetik dan konvensional (F=113.559; p<0,05) Keyword: inkuiri hipotetik, keterampilan berpikir kritis, keterampilan proses sains Â  Â  Abstract The purpose of this research was to analyze: (1) the difference of critical thinking skills (CTS) and science process skills (SPS) between studentâs group who were managed with hypothetical inquiry model and conventional learning model, (2) the difference of critical thinking skills (CTS) between studentâs group who were managed with hypothetical inquiry model and conventional learning model, (3) the difference of science process skills (SPS) between studentâs group who were managed with hypothetical inquiry model and conventional learning model. This research was quasi experiments with post-test only control group design factorial 2x1. Data of critical think skill were collected by using test and data of science process skills collected by using test and observation. Data analyzed by using descriptive analyze and one way MANOVA. It was found: (1) there was significant difference of critical thinking skills (CTS) and science process skills (SPS) between studentâs group who were managed with hypothetical inquiry model and conventional learning model (F=59,161; p<0,05), (2) there was significant difference of critical thinking skills (CTS) between studentâs group who were managed with hypothetical inquiry model and conventional learning model (F=22,219; p<0,05), (3) there was significant difference of science process skills (SPS) between studentâs group who were managed with hypothetical inquiry model and conventional learning model (F=113.559; p<0,05). Â  Keyword: hypothetical inquiry model, critical thinking skill, science process skills.