Abstract
This research aims to implement the guided inquiry learning model to improve the understanding of concepts and critical thinking skills of Vocational High School (SMK) students. The quasi-experiment method with the randomized pretest-posttest control group design was used to obtain data from students of one of the Vocational High Schools (SMK) in Bandung, West Java, Indonesia. The sample consisted of 28 experiment and control class students that carried out a guided inquiry and conventional learning, respectively. The result shows an average increase in understanding of physics concepts and critical thinking skills of the experimental class by 0.71 (high category) and the control class by 0.28 (low category). Based on the average test results using the independent sample t-test method, the understanding of physics concepts and the critical thinking skills of the experimental class was eminent to the control class. Furthermore, the research instruments were tests of understanding concepts and critical thinking skills with an average increase of 0.71 in the high category and 0.28 in the low category, respectively. The result showed that the implementation of guided inquiry learning models has the ability to significantly improve the understanding of static fluid concepts and critical thinking skills of Vocational High School students compared to conventional learning. This was because it provided the opportunity for students to independently construct a concept through problem presentation, formulation of hypotheses, data collection, analysis, and conclusions.
Highlights
1.1 Background of the StudyLearning is defined as an effort by teachers to help students carry out educational activities
The first objective of this study was to describe the conceptual understanding of Vocational High School (SMK) students that received learning with the guided inquiry model and conventional learning
Conventional learning began with an explanation of the concept of static fluid by the teacher through lectures, and answer activities, which ended with the completion of mathematical questions. 3.3 Critical Thinking Skills The second objective of this research was to describe the improvement in critical thinking skills of Vocational High School students that obtained guided inquiry learning and conventional learning
Summary
1.1 Background of the StudyLearning is defined as an effort by teachers to help students carry out educational activities. Its implementation is the core of organizing education through learning plans made by the teacher, which are realized through effective and efficient activities in accordance with the characteristics of the lesson, this study analyzes Physics in Vocational High Schools (SMK). Studying the subject means solving and discovering why and how phenomena occur It is an empirical science, which means that everything learned in physics is based on observations on nature and its symptoms (Sears & Zemasky, 2004). According to Alonso and Finn (1992), physics is a quantitative science that uses mathematics in expressing ideas. It is distinguished from other sciences with a very high level of abstraction and idealization (Thomas, 2013). As a component in the curriculum, its lessons are meaningful in fostering the intellectual, attitudes, interests, skills, creativity, and critical thinking abilities
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