Pengaruh Model Pembelajaran Guided Inquiry Berbantuan Virtual Laboratory terhadap Keterampilan Berpikir Kritis Peserta Didik

Wulandari Wulandari; Saidil Mursali; Ika Nurani Dewi

doi:10.36312/biocaster.v5i3.441

Authors

Wulandari Wulandari Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia
Saidil Mursali Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia
Ika Nurani Dewi Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia

DOI:

https://doi.org/10.36312/biocaster.v5i3.441

Keywords:

Guided Inquiry, Critical Thinking Skills, PhET, Virtual Laboratory

Abstract

This study aims to determine the effect of guided inquiry learning model assisted by virtual laboratory on students' critical thinking skills. The background of this study is based on the low critical thinking skills of students, as well as the limited laboratory facilities in schools. This study uses a quantitative model with a quasi-experimental design type pretest-posttest control group design. The research sample consisted of two classes X at SMA Negeri 2 Labuapi which were selected by cluster random sampling. The research instrument was a critical thinking skills test compiled based on Ennis' indicators (2011). Data analysis was carried out using the N-Gain test and ANCOVA test. The results showed that the N-Gain value of the experimental class (0.378) was higher than the control class (0.302), and the results of the ANCOVA test showed a significance value of 0.026 (<0.05) which means that there is a significant effect of the learning model on improving critical thinking skills. These findings indicate that the guided inquiry model assisted by virtual laboratory is more effective than conventional learning in developing critical thinking skills, such as the ability to analyze information, formulate arguments, and draw logical conclusions. This model is relevant to be applied in 21st century science learning, especially in schools with limited laboratory facilities.

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