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UNESA Journal of Chemical Education

journal-of-chemical-education
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Published by Universitas Negeri Surabaya

ISSN : 22529454 EISSN : 22529454 DOI : https://doi.org/10.26740/ujced.v9n3

Core Subject : Science, Education,

Chemistry Computer Science & IT Education Other

UNESA Journal of Chemical Education is Online Journal for communicating and reviews covering all chemical education research which published articles in three times a year by Chemistry Department, Chemical Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Surabaya. This Journal provides readers or authors to present learning development in chemical education through publication research articles. Scope and focus in this journal are: 1. Philosophy and curriculum of Chemical education 2. Innovation and Theory of Learning 3. Media of Chemistry Learning 4. Assessment of Chemistry Learning 5. Missconception in Chemistry UNESA Journal of Chemical Education publishes research articles which are reviewed by expert lecturers. This journal is open access which can used reader to update new issues in chemistry learning.

Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)

Articles 476 Documents

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Penerapan Model Pembelajaran Guided Inquiry untuk Melatihkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Laju Reaksi Kelas XI MAN 1 Tuban
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Tujuan penelitan ini adalah menguraikan keterlaksanaan, aktivitas peserta didik, dan keterampilan berpikir kritis pada materi laju reaksi. Model penelitiannya yaitu pra-eksperimen metode deskriptif kuantitatif memakai desain one group pretest posttest design. Dilakukan di kelas XI-MIA 3 MAN 1 Tuban. Menggunakan instrumen lembar observasi keterlaksanaan; aktivitas peserta didik; tes keterampilan berpikir kritis; tes hasil belajar; dan angket respon. Hasilnya menunjukkan (1) rata-rata keteralaksanaan pertemuan pertama, kedua dan ketiga sebesar 94,65%, 96,43%, dan 98,96% dengan kriteria sangat baik. (2) Aktivitas yang relevan pertemuan pertama, kedua, dan ketiga sebesar 86,30%, 88,89% dan 94,46%, aktivitas peserta didik sangat baik karena aktivitas yang relevan lebih tinggi daripada aktivitas yang tidak relevan. (3) Keterampilan berpikir kritis dapat dilatihkan terbukti melalui ketuntasan klasikal sebesar 92,02% dan persentase peningkatan N-gain score pada kriteria tinggi. Kata kunci: Guided Inquiry, Keterampilan Berpikir Kritis, Laju Reaksi

Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Melatihkan Keterampilan Berpikir Kritis Siswa Pada Materi Laju Reaksi Kelas XI SMA
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran dan keterampilan berpikir kritis peserta didik melalui penerapan model pembelajaran inkuiri terbimbing pada materi laju reaksi. Sasaran penelitian ini adalah peserta didik kelas XI MIA 2 SMA Negeri 4 Sidoarjo. Jenis penelitian ini adalah Pra Eksperimen (pre experimental design) dan desain penelitian yang digunakan adalah One-Group Pretest-Posttest design. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi keterlaksanaan model pembelajaran inkuiri terbimbing, lembar observasi aktivitas peserta didik, dan lembar soal tes keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa (1) Persentase keterlaksanaan model pembelajaran inkuiri terbimbing pada pertemuan I sebesar 89,28% (sangat baik) , dan pertemuan II sebesar 99,1% (sangat baik); (2) Keterampilan berpikir kritis peserta didik berhasil dilatihkan dengan adanya peningkatan test yang dilihat melalui rata-rata nilai N-gain pada indikator interpretasi sebesar 0,90 (tinggi), indikator analisis sebesar 0,73 (tinggi), indikator evaluasi sebesar 0,76 (tinggi), dan indikator inferensi sebesar 0,88 (tinggi) Kata Kunci: Inkuiri Terbimbing, Keterampilan Berpikir Kritis, Laju reaksi

Penerapan Model Pembelajaran Learning Cycle 5-E untuk Meningkatkan Pemahaman Konsep Siswa pada Materi Redoks Kelas X SMA Negeri 1 Driyorejo Gresik
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan, aktivitas siswa, peningkatan pemahaman konsep, dan respon siswa setelah diterapkan model pembelajaran Learning Cycle 5-E pada materi redoks. Jenis penelitian ini adalah penelitian pre experimental design dengan rancangan penelitian “One Group Pretest-Postest Design”. Subjek penelitian adalah siswa kelas X IPA 2 di SMA Negeri 1 Driyorejo Gresik yang berjumlah 36 siswa. Instrumen penelitian yang digunakan adalah lembar pengamatan keterlaksanaan model pembelajaran Learning Cycle 5-E, lembar pengamatan aktivitas siswa, lembar tes (Pretest dan Posttest), dan lembar angket respon siswa. Hasil penelitian ini menunjukkan (1) Kualitas keterlaksanaan model pembelajaran Learning Cycle 5-E dalam kategori sangat baik dengan skor rata-rata berturut-turut yaitu 3,81; 3,93 dan 3,86, (2) Aktivitas siswa yang teramati, diperoleh persentase waktu aktivitas siswa yang relevan lebih besar dari pada persentase waktu aktivitas siswa yang tidak relevan, dengan persentase waktu aktivitas setiap fase berturut-turut yaitu fase Engagement 5,76%, fase Exploration 8,05%, fase Explanation 14,19%, fase Elaboration 10,06%, dan fase Evaluation 14,69%, sedangkan persentase waktu aktivitas yang tidak relevan sebesar 1,48%, (3) Peningkatan pemahaman konsep siswa secara klasikal sebesar 88,89% siswa telah mencapai nilai ketuntasan ≥ 80 (B+), serta hasil N-gain score 72,22% siswa dengan kategori tinggi dan 27,78% siswa dengan kategori sedang, dan (4) Hasil angket respon siswa terhadap penerapan model pembelajaran Learning Cycle 5-E dalam kategori sangat baik yaitu dari 11 butir soal seluruhnya memperoleh persentase >81%. Kesimpulan dari penelitian ini yaitu penerapan model pembelajaran Learning Cycle 5-E dapat meningkatkan pemahaman konsep siswa kelas X SMA Negeri 1 Driyorejo Gresik pada materi redoks. Kata kunci: Learning Cycle 5-E, Aktivitas siswa, Pemahaman konsep, Redoks, Respon siswa This study aims to describe the implementation, student activities, increase understanding of concepts, and student responses after the learning model of Learning Cycle 5-E is applied to redox material. This type of research is a pre-experimental design research design with "One Group Pretest-Postest Design". The research subjects were students of class X IPA 2 in Driyorejo Gresik 1 High School, amounting to 36 students. The research instruments used were observation sheets for the implementation of the 5-E Learning Cycle learning model, student activity observation sheets, test sheets (Pretest and Posttest), and student response questionnaire sheets. The results of this study indicate (1) The quality of the implementation of the 5-E Learning Cycle learning model is in a very good category with a mean score of 3.81; 3.93 and 3.86, (2) Observed student activities, the relevant percentage of student activity time is greater than the irrelevant percentage of student activity time, with the percentage of activity in each phase in a row namely the 5.76 Engagement phase %, Exploration phase 8.05%, Explanation phase 14.19%, Elaboration phase 10.06%, and Evaluation phase 14.69%, while irrelevant activity time percentage is 1.48%, (3) Improved concept understanding students in classics amounted to 88.89% of students have achieved completeness scores ≥ 80 (B +), and the results of N-gain score 72.22% of students with high categories and 27.78% of students with moderate categories, and (4) Results of questionnaire responses students towards the application of the 5-E Learning Cycle learning model in a very good category, namely from 11 items all obtained a percentage of> 81%. The conclusion of this study is the application of the learning model 5-E Learning Cycle can improve concept understanding of class X Driyorejo Gresik 1 Senior High School students on redox material. Keywords: 5-E Learning Cycle, Student Activity, Concept Understanding, Redox, Student Response

Efektivitas Model Pembelajaran Inkuiri Terbimbing dalam Melatihkan Keterampilan Proses Sains Peserta Didik pada Materi Kesetimbangan Kimia Kelas XI di MAN 2 Jombang
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan proses pembelajaran, aktivitas, keterampilan proses sains dan ketuntasan hasil belajar peserta didik dengan menerapkan model pembelajaran inkuiri terbimbing pada materi kesetimbangan kimia. Jenis penelitian ini merupakan penelitian Pre-Eksperimental dengan desain satu kelompok pretest-posttest (The One Group Pretest-Posttest Design) dengan sampel penelitian yaitu 30 peserta didik kelas XI IPA 2 MAN 2 Jombang. Penelitian menunjukkan hasil sebagai berikut: (1) Keterlaksanaan model pembelajaran inkuiri terbimbing pada pertemuan pertama sampai dengan pertemuan ketiga telah terlaksana padaseluruh sintaks dan kualitas keterlaksanaan sebesar kriteria sangat baik. (2) Aktivitas peserta didik selama proses pembelajaran memperoleh presentase aktivitas peserta didikyang relevan lebih tinggi dibandingkan aktivitas peserta didik yang tidak relevan. (3) Hasil belajar keterampilan proses sains meningkat dibuktikan dengan peningkatan skor N-gain sebesar 0,78 yang termasuk dalam kriteria tinggi. Model pebelajaran inkuiri terbimbing efektif untuk melatihkan keterampilan proses sains pada materi kesetimbangan kimia. Kata kunci: Inkuiri terbimbing, keterampilan proses sains, kesetimbangan kimia.This research aims to describe the implementation learning process, activity, science process skills, and completeness learning outcomes of students after the implementation of guided inquiry learning on chemical equilibrium matter. This research type is Pre Experiment (pre-experimental design) with One Group Pretest-Posttest Design. Target of this research is 30students of class XI science 2 in MAN 2 Jombang. The results shows that: (1) The implementation of guided inquiry learning on first meeting until third meeting are complete in every phase and in very good category. (2) The percentage of students’ activities during learning process which is relevant is higher than irrelevant. (3) The students’ learning outcomes of science process skills are increase which proven by N-gain score shows 0.78 in high category. The guided inquiry learning model is effective to train the science process skills on chemical equilibrium matter.Keywords: Guided inquiry, science process skills, chemical equilibrium.

Validitas Lembar Kerja Peserta Didik (LKPD) Berbasis Contextual Teaching and Learning untuk Melatihkan Keterampilan Berpikir Kritis pada Materi Larutan Elektrolit dan Non Elektrolit
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Tujuan dari penelitian ini adalah menghasilkan lembar kerja peserta didik (LKPD) berbasis contextual teaching and learning (CTL) untuk melatihkan keterampilan berpikir kritis peserta didik pada materi larutan elektrolit dan non elektrolit yang ditinjau dari validitas isi dan konstruk melalui hasil validasi ole para ahli. Metode penelitian yang digunakan yakni metode 4-P (pendefinisian, perancangan, pengembangan, dan penyebaran) namun pada penelitian ini hanya sampi pada tahap pengembangan. Selanjutnya dilakukan uji coba terbatas pada 12 peserta didik kelas XI MIA 5 SMAN 1 Cerme yang telah mendapat materi larutan elektrolit dan non elektrolit. Berdasarkan hasil penelitian dapat disimpulkan bahawa LKPD yang dikembangkan layak berdasarkan validitas isi dan konstruk. Persentase hasil validasi kelayakan kriteria isi 79,86%, kriteria kesesuaian dengan pendekatan CTL 79,17%, kriteria kesesuaian dengan komponen berpikir kritis 80,00%, dengan kategori layak serta kriteria penyajian 83,89% dan kriteria kebahasaan 84,03% dengan kategori sangat layak. Dengan demikian hasil penelitian ini menumjukkan bahwa Lembar Kerja Peserta Didik berbasis contextual teaching and learning dapat dinyatakan valid. Kata kunci: Lembar Kerja Peserta Didik (LKPD), contextual teaching and learning (CTL), validitas This research aims to produce student worksheets based on contextual teaching and learning (CTL) to train critical thinking skills of student on electrolyte and non electrolyte solution material that are reviewed from the content validity and construct through the result of validation by expert. The research method used is the 4-P method of defining, designing, developing, and distributing but in this study only reached the development stage. Furthermore, a limited trial was conducted on 12 students of class 11th MIA 5 at SMAN 1 Cerme who had received electrolyte and non electrolyte solution material. Based on the results of the research it can be concluded that the LKPD developed is feasible based on content validity and construct. Percentage of feasibility validation results of the content criteria 79.86%, CTL approach criteria 79.17%, critical thinking components criteria 80.00%, with decent categories and presentation criteria 83.89% and linguistic criteria 84.03% with very decent categories. Thus the result of this research indicate that Student Worksheets based on contextual teaching and learning can be declared valid.Keywords: Student Worksheet (LKPD), contextual teaching and learning (CTL), validity

PENGEMBANGAN MULTIMEDIA INTERAKTIF BERBASIS KOMUNIKASI TOTAL (KOMTAL) PADA MATERI BAHAN KIMIA DI RUMAH TANGGA UNTUK PESERTA DIDIK TUNARUNGU DI SMPLB-B
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk memperoleh multimedia interaktif yang layak sebagai media pembelajaran berdasarkan validitas, kepraktisan, dan keefektifan. Jenis penelitian ini merupakan penelitian pengembangan dengan metode Borg dan Gall yang terdiri dari 5 tahap yaitu, mengumpulkan informasi (Research and Information collecting), perencanaan (Planning), pengembangan design (Develop Preliminary form of product), uji coba terbatas (Preliminary field testing), dan revisi (Main product revision). Multimedia interaktif diuji cobakan terhadap 5 peserta didik kelas VIII SLB Negeri Gedangan Sidoarjo. Penelitian dilakukan pada tangga 20 Februari 2019. Hasil penelitian menunjukkan Multimedia interaktif yang dikembangkan layak ditinjau dari validitas isi memperoleh persentase sebesar 86,7% serta validitas konstruk memperoleh persentase sebesar 85,6%. Kepraktisan ditinjau dari hasil observasi aktivitas peserta didik selama tahap uji coba Multimedia Interaktif dengan persentase sebesar 100% dan respon peserta didik terhadap masing-masing kriteria yaitu kriteria isi sebesar 92%. Keefektifan ditinjau dari hasil belajar peserta didik rentang nilai 80-100 dengan ketuntasan klasikal sebesar 100%. Dengan demikian multimedia interaktif yang dikembangkan layak digunakan sebagai media pembelajaran.Kata kunci: Multimedia interaktif, anak tunarungu, komunikasi total, kelayakanThis study aims to determine the feasibility of interactive multimedia in terms of content validity and constructs through the results of validation, practicality, and effectiveness. This type of research is a development research with Borg and Gall method consisting of 5 stages, namely, collecting information (Research and Information collecting), planning (Planning), developing design (Develop Preliminary form of product), limited trials (Preliminary field testing) , and revised (Main product revision). Interactive multimedia was tested on 5 class VIII students of Gedangan State SLB Sidoarjo. The study was conducted on February 20, 2019. The results of the study showed that interactive multimedia developed feasible in terms of content validity obtained a percentage of 86.7% and construct validity obtained a percentage of 85.6%. Practicality in terms of observations of the activities of students during the testing phase of Interactive Multimedia with a percentage of 100% and the response of students to each criterion is the content criterion of 92%. Effectiveness in terms of student learning outcomes ranges in value from 80 to 100 with classical completeness of 100%. Thus the interactive multimedia that is developed is appropriate to be used as a learning media.Keywords: Interactive multimedia, hearing impairment children, total communication, feasibility

PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) UNTUK MELATIHKAN MULTIPLE INTELLIGENCES SISWA PADA MATERI IKATAN KIMIA KELAS X MAN SURABAYA
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk melatihkan multiple intelligences dengan menggunakan model pembelajaran inkuiri POGIL pada submateri ikatan ion, ikatan kovalen, dan ikatan kovalen koordinasi di kelas X MIPA 3 MAN Surabaya.Jenis yang digunakan pada penelitian ini adalah jenis penelitian deskriptif kuantitatif dengan rancangan One-Group Pretest-Posttest Design.Dengan menggunakan instrumen diantaranya lembar obsevasi keterlaksanaan model pembelajaran inkuiri POGIL, lembar observasi aktivitas siswa, lembar tugas portofolio makalah kecerdasan linguistik, dan lembar pretest posttest kecerdasan logis-matematis dan kecerdasan visual-spasial. Hasil penelitian yang diperoleh antara lain: (1) Keterlaksanaan model pembelajaran inkuiri POGIL untuk melatihkan multiple intelligences siswa mendapat persentase rata-rata skor pada pertemuan 1, 2, dan 3 secara berturut-turut sebesar 84,8 (baik sekali), 85,1 (baik sekali) dan 87,5 (baik sekali). (2) Aktivitas siswa pada proses pembelajaran mendapat persentase waktu aktivitas siswa yang relevan lebih besar dari persentase aktivitas siswa yang tidak relevan yaitu dengan perolehan pada pertemuan 1, 2, dan 3 secara berturut-turut sebesar 99,0 (baik sekali), 94,3 (baik sekali), 96,4 (baik sekali). (3) Hasil belajar multiple intelligences pada kecerdasan linguistik memperoleh nilai rata-rata sebesar 87 dengan persentase ketuntasan sebesar 97%, pada hasil belajar kecerdasan logis-matematis memperoleh nilai rata-rata sebesar 80 dengan persentase ketuntasan sebesar 85%, dan pada hasil belajar kecerdasan visual-spasial memperoleh nilai rata-rata sebesar 87 dengan persentase ketuntasan sebesar 100%. Dengan hal tersebut, dapat dikatakan bahwa pembelajaran dikatakan telah berhasil karena persentase ketuntasan siswa lebih besar dari 75% dari jumlah siswa. Kata kunci: Model Pembelajaran Inkuiri POGIL, Multiple Intelligences, Ikatan Kimia.This study aims to train the multiple intelligences by using the POGIL inquiry learning model on the sub-material ion bonds, covalent bonds, and coordination covalent bonds in class X MIPA 3 MAN Surabaya. The type of research used is descriptive quantitative by using the design of One-Group Pretest-Posttest Design. The instruments used were observation sheets for implementation of POGIL inquiry learning model, student activity observation sheet, assignment sheet portfolio of linguistic intelligence papers, and sheets of pretest posttest logical-mathematical intelligence and visual-spatial intelligence. The results of the research obtained include: (1) Implementation of the POGIL inquiry learning model to train the multiple intelligences of students to get an average percentage of scores at meetings 1, 2, and 3 in a row of 84.8 (very good), 85.1 (very good) and 87.5 (very good). (2) Student activities during the learning process get the relevant percentage of student activity time greater than the percentage of student activities that are irrelevant to the acquisition of meetings 1, 2, and 3 in a row of 99.0 (very good), 94.3 (very good ), 96.4 (very good). (3) Learning outcomes of Multiple intelligences on linguistic intelligence obtained an average value of 87 with a percentage of completeness of 97%, on learning outcomes of logical-mathematical intelligence obtained an average value of 80 with a percentage of completeness of 85%, and on learning outcomes of visual intelligence spatial obtained an average value of 87 with a percentage of completeness of 100%. With this, it can be said that learning is said to have succeeded because the percentage of student completeness is greater than 75% of the number of students. Keywords: POGIL Inquiry Learning Model, Multiple Intelligences, Chemical Bonds

Learning of Reaction Rates Materials with Curricular Structuring Nested Assisted by Schoology Application to Improve Students Critical Thinking Skills and Learning Outcome
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

This study aimed to evaluate the learning process of reaction rate materials with curricular structuring nested which the implementation of this learning that assisted by schoology applications. Evaluation of this learning was based on two variables, which were the improvement of students critical thinking skills and learning outcome in the reaction rate materials. The learning is designed and implemented using a scientific inquiry model. This study was pre-experimental and followed one group pretest-posttest design. The subjects of this study were 36 students of 10th grade at State of Senior High School 1 Manyar Gresik (SMAN 1 Manyar Gresik). The results showed that the learning of reaction rate materials with curricular structuring nested assisted by schoology applications was can be carried out with quality in the good to very good category to the lesson plan. Students critical thinking skills and learning outcome have increased significantly, but there were students who get posttest scores that not reached passing grade. This learning of reaction rate materials with curricular structuring nested assisted by schoology applications can be well received by students based on the responses of students with gave positive response was 94,44%.

IMPLEMENTATION OF BEACH BALL TYPE DISCUSSION LEARNING MODEL WITH MIND MAPPING STRATEGY TO TRAIN CREATIVE THINKING SKILL IN CLASS X ON CHEMICAL BOND MATTER
UNESA Journal of Chemical Education Vol 8 No 3 (2019)
Publisher : Universitas Negeri Surabaya

This study aimed to train students’ creative thinking skills through the implementation of beach ball type discussion learning model with mind mapping strategy in class X on chemical bond matter. The method of this research used pre-experimental with one group pretest posttest design. Instruments used observation sheets (implementation of learning activity and student activity), assessment sheets (mind map and pretest posttest), and questionnaire sheets (student responses). The implementation conducted in three meeting. Data analysis technique used quantitative and qualitative. The results of this research showed that: 1) the percentage result of the implementation beach ball type discussion learning model with mind mapping strategy for all aspects in every meeting was in very good category, 2) the dominant students’ activity in implementation beach ball type discussion learning model with mind mapping strategy at the first meeting, students paid attention to the teachers explanation of 39.23%, the second meetings, students had discussions of 26.59% and the third, students had discussions of 28.95%, 3) the creative thinking skill to create mind mapping had variation category, 79% in very creative (state 4) category and 21% in creative (state 3) category. Meanwhile in the task, they had in very creative category, 4) the learning outcome showed that the creativity increased 100% in concept (high category) and mind mapping 97% in high category meanwhile the other 3% in medium category, 5) good response from students with an average percentage of positive responses as 83.76% after implementation of beach ball type discussion learning model with mind mapping strategy. Keywords: Mind mapping, Beach Ball, Chemical Bond

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENGASAH KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA SUB MATERI FAKTOR FAKTOR YANG MEMPENGARUHI LAJU REAKSI KELAS XI SMA NEGERI 2 BANGKALAN
UNESA Journal of Chemical Education Vol 9 No 1 (2020)
Publisher : Universitas Negeri Surabaya

The aims of this research is to determine students’ critical thinking skills through implementation of guided inquiry learning models in sub matter factors that affect reaction rate including the syntax implementation of guided inquiry learning models, student activities, students’ critical thinking skills, and cognitive learning outcomes. This research was conducted in SMA Negeri 2 Bangkalan using the One Group Pretest Posttest Design to determine student’s critical thinking skills and One Shot Case Study to determine students’ cognitive learning outcomes. The data obtained were analyzed using quantitative analysis methods. It can be concluded that (1) Syntax implementation of the guided inquiry learning model at 3 meetings shows the average percentages at meetings 1, 2, and 3 respectively at 98.86%; 96.21%; 99.62%, which is included in the very good criteria. (2) Relevant student’s activities that appear in the learning process in meetings 1, 2, and 3 respectively 96.30%; 98.52%; 97.78% and irrelevant activities that appear in meetings 1, 2 and 3 respectively 3.70%; 1.48%; 2.22%. (3) Students’ critical thinking skills increase from the results of the pretest to the posttest which is measured using the N-Gain Score formula, which is 100% of students complete in components of critical thinking, those are interpretation, analysis, inference, and explanation with the average gain score in the high category. (4) Students cognitive learning outcomes, show that 29 from 34 students completed or 85.29% and 5 students not completed or 14.71%. Keywords: Guided Inquiry, Reaction Rate, Critical Thinking Skills, Learning Outcomes

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