KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN HUKUM KEKEKALAN MASSA MENGGUNAKAN MODEL INKUIRI TERBIMBING

Keterampilan berpikir kritis perlu dilatihkan pada siswa agar siswa memiliki kemampuan untuk menyelesaikan permasalahan yang dihadapi dalam kehidupan. Penelitian ini bertujuan untuk mengetahui bagaimana keterampilan berpikir kritis siswa pada pembelajaran hukum kekekalan massa menggunakan model inkuiri terbimbing.Metodepenelitian yang digunakanadalahquasi experiment dengandesainpenelitianpretest-posttest nonequivalent control group design.Penelitiandilakukan di salahsatu SMA di Indramayu, menggunakan 2 kelas yangterdiriatas 38siswakelaseksperimen menggunakan pembelajaran inkuiriterbimbing dan 36siswakelaskontrol menggunakan metode pembelajaran ceramah. Data penelitiandiambilmenggunakantestertulis berupa soal esai, untuk mengembangkan 7 indikator keterampilan berpikir kritis.Hasil penelitian menunjukkan bahwa keterlaksanaan model inkuiri terbimbing adalah sebagai berikut dari lima tahapan inkuiri terbimbing dengan dua belas kegiatan, sebelas kegiatan terlaksana dengan baik dan satu kegiatan tidak terlaksana dengan baik. Dari 7 indikator keterampilan berpikir kritis yang dapat dikembangkan, terdapat 6 indikator yang dapat dikembangkan dengan baik dan 1 indikator dikembangkan sedang.PembelajaraninkuiriterbimbingdapatmeningkatkanketerampilanberpikirkritissiswadenganN-gainsebesar64% pada kelas eksperimen, sedangkan pada kelas kontrol N-gainsebesar57%. Keterampilanberpikirkritis yang dominandikuasaiolehsiswa kelas eksperimenketerampilanmenganalisis argumen, nilai N-gain sebesar 100%yang termasuk kategori tinggi, sedangkan yang kurangdikuasaiolehsiswaindikatorketerampilan mempertimbangkan kredibilitas (kriteria) suatu sumber serta keterampilan memutuskan suatu tindakan,nilai N-gainsebesar 49% yang termasuk kategori sedang.Berdasarkanhasilpenelitian, secaraumumdapatdisimpulkanbahwamodel pembelajaran inkuiri terbimbing dapat memberikanpengaruhpeningkatanketerampilanberpikirkritis, kategori tinggi pada keterampilan menganalisis argumen, keterampilan mengobservasi dan mempertimbangkan hasil observasi, keterampilan mendefinisikan istilah dan mempertimbangkan definisi, serta keterampilan bertanya dan menjawab pertanyaan, dengan nilai N-gain berturut-turut 100%, 98%, 97% dan 71%. Sedangkanyang termasuk kategori sedang pada indikator keterampilan memfokuskan pertanyaan, keterampilan mempertimbangkan kredibilitas (kriteria) suatu sumber, serta keterampilan memutuskan suatu tindakan, dengan nilai N-gain berturut-turut 60%, 49% dan 49%;---The skill to think critically needs to be trained on students so that they have the ability to solve the problems they face in life. This study aims to find out the students’ critical thinking skill on the law consevation of mass lesson using guided inquiry model. The method used in this research is quasi experiment with pretest-posttest nonequivalent control group design experiment design. This research was conducted in one of high schools in Indramayu, using two classes consist of 38 students from the experiment class using guided inquiry learning and 36 students from leacture-learning method control class. Research data was taken using written test in the form of essay questions to develop seven indicators of critical thinking skill. The research result shows that execution of guided inquary model is as follows from five phases with 12 activities, 11 activities can be implemented well while the other one cannot be implemented well. From 7 indicators critical thinking skill can be develop, 6 indicators can be develop well and one indicator developed medium. Guided inquiry learning model is capable of increasing students’ critical thinking skill with about 64% N-gain on experiment class, while the N-gain on control class is only about 57%. The skill on critical thinking dominantly mastered by students from experiment class. The indicator of argument-analysis skill, the N-gain score is 100% which includes hight category, in contrast the skill that is less mastered by students is the skill to examine credibility (criteria) some resources as well as the kill on deciding some actions, the N-gain score is 49% which belongs to average category. According to the result of research, in general, it can be concluded that guided inquiry learning model is able to increase the skill of critical thinking. The hight category on indicator of argument-analysis skill, observation and observation result examination skill, term-definition and definition-examination skill, as well as asking and answering questions skill, with N-gain score respectively 100%, 98%, 97% and 71%. While N-gain csore included on average category on skill indicator focuses on questions, skill on considering credibility (criteria) of some resources and skill of deciding actions, with respective N-gain score of 60%, 49% and 49%