The Effect of Guided Inquiry and Modified Free Inquiry on The Critical Thinking of VII Class Students of SMP Negeri 25 Pekanbaru

Nurhayati Nurhayati,Sri Wulandari,Evi Suryawati

doi:10.31258/jes.5.2.p.235-243

Abstract

This study aims to determine the effect of guided inquiry models and modified free inquiry on critical thinking in the classification of living things. This research was conducted at SMPN 25 Pekanbaru. The research was carried out in the form of an experiment. The study population was class VII. The sample was taken using simple random sampling technique, which consisted of 3 classes, namely the experimental class 1 using the guided inquiry model, the experimental class 2 using the modified free inquiry model and the control class using the conventional method. The research design used a pretest and posttest control group design. Data were analyzed by using ANOVA test (one way ANOVA). Based on the result data, the average critical thinking result of the classification of living things with an average value of the experimental class 1 is 77.84 (good), the experimental class 2 is 70.93 (good) and the control class is 43.29 (poor). In the experimental class class 1, the critical thinking average is higher than the experimental class 2 and the control class. Based on the results of the ANOVA test, it was stated that the use of guided inquiry models and modified free inquiry had a significant effect on students' critical thinking in the experimental class 1, the experimental class 2 and the control class with a significant value (0.000) <alpha (0.05).

Highlights

Education is a process in order to influence students to be able to adapt as best as possible to their environment
With the existence of education, it is hoped that it can develop the potential of students to become human beings who are useful for themselves, the nation and the country as well as provide a conductive learning process experience
Research by Farida et al, 2018) states that students' critical thinking skills are categorized as very poor with an average of 49.25%, which consists of interpretation aspects of 58.57%, analysis of 47.14%, aspects of explanation 31.67%, and evaluation aspect 68.80%

Summary

Introduction

Education is a process in order to influence students to be able to adapt as best as possible to their environment. It will cause changes in students (Hamalik Oemar, 2017). In the teaching and learning process, interaction between students and teachers requires supporting components, including interactions that educate students so that they can increase the potential for students in learning, especially in natural science (IPA) learning. Critical thinking has several aspects which consist of formulating problems, providing arguments, making deductions, inducing and evaluating. Students still have difficulty in the process of organizing to solve existing problems, students learn only by memorizing concepts, students do not know basic concepts so that students' critical thinking skills are low

Objectives

Methods

Results