IMPLEMENTASI MODEL PEMBELAJARAN INKUIRI TERBIMBING (GUIDED INQUIRY) TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN FISIKA MATERI FLUIDA STATIS KELAS XI DI SMA NEGERI 2 SIDOARJO

Penelitian ini adalah penelitian pra eksperimental bertujuan untuk mendeskripsikan: (1) keterlaksanaan proses pembelajaran, (2) aktivitas keterampilan berpikir kritis, (3) keterampilan berpikir kritis siswa, dan (4) respon siswa setelah diimplementasikan model pembelajaran inkuiri terbimbing (guided inquiry) pada pembelajaran fisika materi fluida statis; dan (5) menguji perbedaan antara kelas eksperimen dan kelas replikasi, meliputi: (a) keterlaksanaan proses pembelajaran, (b) aktivitas keterampilan berpikir kritis, (c) keterampilan berpikir kritis siswa, dan (d) respon siswa. Rancangan penelitian ini adalah pre-test and post-test group, dengan subjek penelitian dua kelas, kelas eksperimen (XI IPA 3) dan kelas replikasi (XI IPA 4). Penelitian dilakukan di SMA Negeri 2 Sidoarjo pada semester genap tahun ajaran 2012/2013. Hasil penelitian menunjukkan bahwa: (1) keterlaksanaan pembelajaran dengan model pembelajaran inkuiri terbimbing (guided inquiry) berkategori baik; (2) aktivitas keterampilan berpikir kritis siswa juga berkategori baik; (3) peningkatan keterampilan berpikir kritisnya siswa sedang; demikian pula (4) respon siswa setelah melaksanakan model pembelajaran inkuiri terbimbing (guided inquiry) berkategori sangat baik; dan (5) tidak ada perbedaan antara kelas eksperimen dan kelas replikasi terhadap (a) keterlaksanaan proses pembelajaran, (b) aktivitas keterampilan berpikir kritis, (c) keterampilan berpikir kritis siswa, dan (d) respon siswa.Kata Kunci: Model pembelajaran inkuiri terbimbing (guided inquiry), fluida statis, keterampilan berpikir kritis siswa.AbstractThis research is pre-experimental research has a purpose of describing: (1) the accomplishing of the learning process, (2) students’ critical thinking activity, (3) students’ critical thinking skill, and (4) students’ response after implementing guided inquiry learning in physic material of fluid statics; and (5) to examine a difference between a experimental class and replication class, the includes: (a) the accomplishing of the learning process, (b) students’ critical thinking activity, (c) students’ critical thinking skill, and (d) students’ response. The research process in pre-test and post-test group design, this research use two subject, experimental class (XI IPA 3) and replication class (XI IPA 4). It is conducted at SMA Negeri 2 Sidoarjo at even interval of 2012/2013 school year. The research shows that; (1) the accomplishing of the learning process by implementing guided inquiry learning which included in good category; (2 )for students’ critical thinking skill activity with the same good category; (3) from moderate critical thinking skill category; (4)in very strong category, after the implementation of the guided inquiry learning the response of the students; and (5) There is no difference between experimental class and replication class, of (a) the accomplishing of the learning process, (b) students’ critical thinking skill activity, (c) students’ critical thinking skill, and (d) students’ response.Keywords: Guided inquiry learning, fluid static, students’critical thinking skill