CAPAIAN PEMBELAJARAN KELARUTAN DAN KSP UNTUK DOMAIN KEMAMPUAN BERPIKIR KRITIS DAN PEMAHAMAN KONSEPTUAL MELALUI PEMBELAJARAN INKUIRI TERBIMBING DIPADU PELATIHAN METAKOGNISI

Abstract

ABSTRAK
Telah dilakukan penelitian yang bertujuan untuk mengetahui capaian kemampuan kritis dan pemahaman konseptual siswa melalui pembelajaran inkuiri terbimbing dipadu pelatihan metakognisi. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-postest nonequivalent control group. Pengambilan sampel menggunakan teknik purposive sampling dan diperoleh dua kelas sampel, yaitu kelas XI MIA 3 sebagai kelas eksperimen dan XI MIA 4 sebagai kelas kontrol, di SMA Negeri 1 Pandaan. Siswa pada kelas eksperimen dibelajarkan dengan inkuiri terbimbing dipadu pelatihan metakognisi sedangkan siswa pada kelas kontrol dibelajarkan dengan inkuiri terbimbing tanpa pelatihan metakognisi. Hasil penelitian menunjukkan bahwa: (1) peningkatan kemampuan berpikir kritis siswa pada kelas eksperimen lebih baik dibandingkan siswa pada kelas kontrol, dengan nilai signifikansi 0,000. N-Gain kemampuan berpikir kritis siswa kelas eksperimen yaitu 0,76, lebih tinggi dibandingkan kelas kontrol yaitu 0,55; (2) peningkatan pemahaman konseptual siswa pada kelas eksperimen lebih baik dibandingkan siswa kelas kontrol, dengan nilai signifikansi 0,010. N-Gain pemahaman konseptual siswa pada kelas eksperimen yaitu 0,66, lebih tinggi dibandingkan kelas kontrol yaitu 0,54. Maka dapat disimpulkan pembelajaran inkuiri terbimbing dipadu keterampilan metakognisi dapat meningkatkan kemampuan berpikir kritis dan pemahaman konseptual siswa.

Kata kunci: kemampuan berpikir kritis, pemahaman konseptual, pembelajaran inkuiri terbimbing, pelatihan metakognisi

ABSTRACT
Research has been carried out that aims to determine the achievement of critical thinking abilities and conceptual understanding of students through guided inquiry learning combined with metacognition training.This study used quasi-experimental with pretest-posttest nonequivalent control group design. This study used a purposive sampling which produced two classes, namely class XI MIA 3 as the experimental class and XI MIA 4 as the control class, at SMA Negeri 1
Pandaan. The students in the experiment class were taught with guided inquiry method combined with metacognitiontraining, while the students in the control class were taught with guided inquiry method without training of metacognition. The results showed that: (1) the gain of critical thinking ability of students who were taught with guided inquiry learning model combined with training of metacognition skill was higher than students were taught with guided inquiry learning model
without metacognition skill, which significant of value was 0,000. The N-Gain of critical thinking abilityfrom the experimental class 0.76, higher than the control class 0.55; (2) the gain of conseptual understanding of student were taught with guided inquiry learning model combined with training of metacognition skill was higher than students thatwere taught with guided inquiry learning model without metacognition skill, which significant of value was 0,010. The N-Gain of conceptual understanding from the experimental class 0.66, higher than the control class 0.54. So we can conclude that the guided inquiry learning model combined with metacognition skill has enhanced students' critical thinking ability and conceptual understanding.

Keyword: critical thinking abilities, conceptual understanding, guided inquiry learning, metacognition training