Abstract
This study aims to determine the guided inquiry learning model's implementation effect on students' activities, students' analytical skills, and student responses on the reaction rate material. This study used the one-group pretest-posttest design. The subjects in this study were students of the eleventh grade of IPA 1 at SMA Kemala Bhayangkari 1 Surabaya. The instruments used include learning model implementation sheets, student activity sheets, analytical ability test sheets, and student response questionnaires. The results showed that (1) the quality of the guided inquiry learning model application during two meetings from phase one to six are in very good criteria. (2) The activities of students in two meetings have the percentage of activity time related to analyzing at the first and second meetings of 77.2% and 81.99%, respectively. (3) The results of the analysis ability of students with a percentage gain score are 85.81% on the high criteria. (4) The percentage of student responses, 87%, agrees that learning using the guided inquiry learning model can train and improve analytical skills.
Highlights
Education is defined as a conscious and planned effort to present an atmosphere and learning process
The material used for research is the factors that affect the reaction rate
The application of the guided inquiry learning model in this study was observed by comparing the implementation of the learning steps in the lesson plans and the teacher's practice directly during classroom learning
Summary
Education is defined as a conscious and planned effort to present an atmosphere and learning process. Some sub-materials have conceptual properties, one of which is a factor that affects the rate of reaction. The characteristics of the sub-material factors that affect the rate of this reaction are that it requires proof that can be done by carrying out experiments. The activities carried out are observing, investigating, analyzing, and concluding experiments based on the data obtained [3]. The rate of reaction in high school is still taught through lecture and discussion methods to memorize most reaction rate concepts [22]. The reaction rate material is classified as not easy to understand; according to the data from a pre-research questionnaire at Kemala Bhayangkari 1 High School Surabaya, 83.3% of students classify the reaction rate material as chemical material that is difficult to understand
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