Development of Physics Teaching Materials with a Guided Inquiry Model to Improve High School Students’ Critical Thinking Skills

Abstract

The purpose of this study was to develop a guided inquiry-based teaching material to see an increase in students’ critical thinking skills with this type of Research & Development research. Starting from a preliminary study, analysis of student needs, literature study, and field observation, followed by designing a guided inquiry-based teaching material. The teaching materials developed arranged according to the phases in guided inquiry, then assessed by material expert validators and design experts. Teaching materials are also assessed by school teachers and tested on students. The teaching materials developed are temperature and heat. At the design, the results of the teaching material design were obtained based on the guided inquiry model steps. In the results, the developed teaching materials are valid and suitable for use based on the very good category of assessment by the validator with a score of 89.5% by material experts and 95.20% by design experts; by teachers the percentage is 90%. Teaching materials have also been efficient, seen from the improvement of students’ critical thinking with the N-gain analysis in the medium category. It can be concluded that guided inquiry-based teaching materials are valid, practical and efficient so that they can improve students’ critical thinking skills.