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p-ISSN 1693-1246 Jurnal Pendidikan Fisika Indonesia 14 (1) (2018) 18-25

e-ISSN 2355-3812 DOI: 10.15294/jpfi.v14i1.9549


January 2018 http://journal.unnes.ac.id/nju/index.php/jpfi

DEVELOPMENT OF GUIDED INQUIRY-BASED PHYSICS


TEACHING MATERIALS TO INCREASE CRITICAL THINKING
SKILLS OF HIGHSCHOOL STUDENTS

E. K. Nisa1*, B. Jatmiko2, T. Koestiari3


1
Science Education Study Program, Postgraduate, Universitas Negeri Surabaya, Indonesia
2
Department of Physics Education, Faculty of Mathematics and Natural Sciences,
Universitas Negeri Surabaya, Indonesia
3
Department of Chemistry Education, Faculty of Mathematics and Natural Sciences,
Universitas Negeri Surabaya, Indonesia

Received: 31 July 2017. Accepted: 25 October 2017. Published: 1 January 2018

ABSTRACT

This study aims to produce teaching materials based on inquiry physics to improve the critical thinking skills of
high school students. This type of research is Research and Development and refers to the 4-D development
model. This study was tested in class X. The results of this study obtained some findings include: 1) the
validation of teaching materials obtained categories are very valid and reliable; 2) test legibility of physics
teaching materials categorized high readability; and 3) N-gain improves students' critical thinking skills.
Based on the results of this research, it can be concluded that the guided inquiry-based physics teaching
materials worthy of use in learning and can improve the critical thinking skills of high school students.

ABSTRAK

Penelitian ini bertujuan untuk menghasilkan bahan ajar fisika berbasis inkuiri terbimbing untuk meningkatkan
keterampilan berpikir kritis siswa SMA. Jenis penelitian ini adalah Research and Development dan mengacu
pada model pengembangan 4-D. Penelitian ini diujicobakan di kelas X. Hasil penelitian ini diperoleh
beberapa temuan diantaranya: 1) hasil validasi bahan ajar memperoleh kategori sangat valid dan reliabel; 2)
uji keterbacaan bahan ajar fisika berkategori keterbacaan tinggi; 3) N-gain peningkatan keterampilan berpikir
kritis siswa berkategori sedang. Berdasarkan hasil ujicoba ini dapat disimpulkan bahwa bahan ajar fisika
berbasis inkuiri terbimbing layak digunakan dalam pembelajaran serta dapat meningkatkan keterampilan
berpikir kritis siswa SMA.

© 2018 Jurusan Fisika FMIPA UNNES Semarang

Keywords: Critical Thinking Skills; Guided Inquiry; Physics Teaching Materials

INTRODUCTION skills and to form a dignified nation character in


order to educate the nation’s generation. The-
The development of the era of globali- refore, the government is obliged to provide the
zation as well as science and technology de- best education system so that the potential of
mands qualified human resources, one of them learners can be optimized and in the future they
through an educational process. Education is a can become human resources that have good
process that aims to influence learners to adapt morality and honesty; intelligent, creative, and
to their social environment which resulting in a skilled in decision making, devotion to God; as
positive change in their habits so that enab- well as become a democratic and responsible
ling them to function well in society (Hamalik, citizen (Sisdiknas, 2012).
2013). Education is functioning to develop life One of the life skills need to be develo-
ped through the education process is critical
*Correspondence Address: thinking skills. In terms of Chance’s critical
Jl. Ketintang No.30, Ketintang, Gayungan,
Surabaya, Jawa Timur 60231 Indonesia thinking skills (1986), developing students’ cri-
E-mail: etikneizha27@gmail.com
E. K. Nisa, B. Jatmiko, T. Koestiari - Development of Guided Inquiry-Based Physics Teach- 19

tical thinking skills means training them to have and original thoughts. Therefore, it is important
the ability to analyze facts, find and organize to design learning activities as well as to crea-
ideas, defend opinions, make comparisons, te a more conducive learning environment to
draw conclusions, evaluate arguments and sol- guide students to learn by involving high order
ve problems. According to Krulick & Rudnick thinking skills so that critical thinking skills of
(1999), critical thinking is a way of thinking that high school students can be trained optimally.
tests, connects, and evaluates all aspects of a Based on a preliminary study of students’
problem situation, including the ability to gat- critical thinking skills conducted in SMA Negeri
her information, remember, analyze situations, 1 Tarik on sample 33 students of class X on
read and understand and identify things requi- Hooke Law topic, it was found that critical thin-
red. Therefore, the process of critical thinking king indicator which includes giving argument,
trained to students will shape their tendency induction, evaluating, and deciding an action is
to thoroughly consider a problem arising from still low. This data concluded from the students
experience so that they are able to make the who have not mastered the four aspects, na-
right decisions. At the time of proceeding in the mely to provide arguments of 72.73%, inducti-
decision-making, it is seen that the process of on of 84.85%, evaluate 66.67% and decide an
scientific inquiry also occurs in students. Stu- action of 90.91%. While on the aspect of for-
dents will endeavor to develop the fact-finding mulating the problem, the average student is
process and relate it to the problems they ex- good enough in mastering the aspect is reach-
perience as a basis of decision-making. Based ing 63.64%. Based on observation result, it is
on these definitions and facts, it appears that found that some causes have not been done
critical thinking is a well-organized mental pro- maximally effort to trill critical thinking skill in
cess in the decision-making process to solve physics study, they are: (1) physics subject te-
problems that can be trained through scientific acher difficulty to handle student with low abi-
inquiry activities. lity, so that active and motivated to learn phy-
In general, inquiry activities can be done sics; (2) students have difficulty using critical
in every subject, at any time by the teacher in thinking ability because they are not used yet;
the classroom, and to any student regardless (3) time limit of physics subject teachers to be
of age. In this research, the subjects of the stu- able to provide teaching materials in training
dy are high school students who are conside- students’ critical thinking skill; and (4) teaching
red essential to be familiarized in making im- materials used in the form of conventional te-
portant decisions for their future. They need to aching materials.
be trained to find the most important thing to do Based on the observation results it is ob-
to solve the problem and find the most effective tained that the learning materials used can not
way to solve it. One of the intermediate media guide students to find the concept of physics on
in trained critical thinking skills of high school their own. The results of research that examines
students is the subject of physics. Physics is a similar problems indicate that to provide a di-
part of science that plays an important role in rect learning experience that can help students
improving the quality of life. Teaching physics to find the concept of physics on their own, then
not only trains the quality of thinking in analy- on the learning process, guided inquiry-based
zing natural phenomena logically and systema- physics learning materials to support students’
tically but also how to apply them in everyday activities can be used. Teaching materials are
life. Critical thinking skills can be applied in the a set of learning tools that contain learning
study of physics both in studying procedural materials, methods, limitations, and how to
knowledge so that the facts contained in each evaluate systematically designed and interes-
stage are easily understood, as well as concep- ting in order to achieve the expected goal of
tual knowledge that requires higher-order thin- achieving competence or subcompetence with
king to connect the facts so that the intended all its complexity (Widodo and Jasmadi, 2008).
concept can be well conveyed (Arends, 2012). Guided inquiry-based physics teaching mate-
High school students who master critical thin- rials are teaching materials containing scienti-
king skills will be able to understand the factual fic steps, ie orientation, formulating problems,
knowledge that forms a conceptual knowledge formulating hypotheses, collecting data, testing
and then apply it in everyday life. Conversely, hypotheses, and formulating conclusions. This
when high school students face an important is consistent with the opinion of Eggen (2012)
social phenomenon in society, they can res- that the learning model can provide opportuni-
pond appropriately and even contribute real ties for students and helping students gain an
20 Jurnal Pendidikan Fisika Indonesia 14 (1) (2018) 18-25

understanding of the scientific method to de- the results of expert validation. In addition, de-
velop critical thinking skills, self-regulation, and veloped science teaching materials can also
understanding of specific topics is an inquiry improve students’ critical thinking skills.
learning model. In addition, Bilgin (2009) sta- Widodo and Jasmadi (2008) revealed
tes that guided inquiry as a student-centered that there are five characteristics of teaching
approach has an influence on students ‘acade- materials: (1) self instructional, (2) self con-
mic success and develops students’ scientific tained, (3) stand alone, (4) adaptive, and (5)
process skills. Thus, teaching materials that user friendly. Teaching materials are said to be
can train critical thinking skills are teaching ma- self instructional if they meet the following re-
terials that contain the steps of guided inquiry quirements: (a) There is a clear purpose; (b)
learning model. Materials packaged into specific units; (c) The-
Steps of guided inquiry learning models re are examples and illustrations that support
contained in the teaching materials to give stu- the clarity of the exposure of learning materi-
dents the opportunity to train their critical thin- als; (d) There are exercise questions, tasks
king skills. Systematic of the teaching materials or exercises; (e) Presented with a contextual
are designed to train students in formulating approach; (f) Simple and communicative lan-
problems, giving arguments, inducing, eva- guage; (g) Present a summary of instructional
luating, and determining an action (Wahyu- materials; (h) Provide self assessment based
ni, 2015; Hermayani, Dwiastuti, and Marjono, assessment instruments; (i) Instruments used
2015; Fauziah, 2014). In the learning process, by users to measure or evaluate the degree of
inquiry learning model is a learning model that mastery of the material; (j) Provide feedback
fosters students’ ability to think and work scien- on the assessment, so that its users know the
tifically and has a scientific attitude (Permen- level of mastery of the material, and (k) Avai-
dikbud No. 58, 2014). Guided inquiry learning lable information on reference / enrichment
is designed to train students’ skills in conduc- that supports the intended learning materials.
ting research and asking questions based on Self contained is a form of printed and written
facts. Inquiry-based learning is guided in imple- information deliberately presented for study by
menting five learning stages: 1) identifying a students containing all the materials or theory
question or problem; 2) formulating the hypot- of lessons, and grouped in one page or one
hesis; 3) collecting data; 4) test the hypothesis; unit of competence and also accompanied by
and 5) formulate generalizations (Kardi, 2013). sub-competence. Stand alone teaching ma-
Learning activities using guided inquiry will fa- terials will be fulfilled if the teaching materials
miliarize students to actively seek information can survive alone, ie do not need help from
by conducting an experiment in solving a prob- other teaching materials. Good teaching ma-
lem. Students will be accustomed to answering terials already cover all the subject matter so
questions provided with accurate analysis so it does not require other teaching materials to
that will affect the achievement of maximum complete it. If the learner still uses and relies
learning results. on other teaching materials other than the te-
The teaching materials are important aching materials used, the teaching materials
in the learning process. The use of teaching are not categorized as stand-alone teaching
materials will be easier for teachers in imple- materials. Adaptif good teaching materials not
menting the learning process and students will only can survive alone, but also can keep up
be more helpful and get ease in learning. Te- with technology. It is said to be adaptive if the
aching materials can be made in various forms teaching materials can adapt the development
according to the needs and characteristics of of science and technology, flexible to use in va-
teaching materials to be presented (Dharmas- rious places, and the contents of learning ma-
raya, 2008). Oktafiana (2015) argues that gui- terials and software can be used until a certain
ded inquiry-based physics teaching materials time. Good teaching materials, not only contain
on motion topic can improve students’ creative the source of science alone, but also created
thinking ability with an average creative gain in a way higher quality. User friendly perfect
gain of 0.69. Similar research conducted by teaching materials should be able to facilita-
Wahyuni (2015) on the development of teach- te users when they want to use them. Every
ing materials of science, states that the scien- instruction and exposure of information will ap-
ce materials that developed it is feasible to be pears to be helpful and friendly with the wearer,
used in learning for junior high school because including ease of user in responding, acces-
it scored 3.88, 3.74, and 3.70 of 4 scale from sing as you wish. The use of simple language,
E. K. Nisa, B. Jatmiko, T. Koestiari - Development of Guided Inquiry-Based Physics Teach- 21

easy to understand, and use of commonly used diness to work, intelligence according to talent
terms is one form of user friendly. / interest, and care about the environment. The
Based on the background and identifi- ability to think critically, creatively, and innova-
cation of the problem, the goal to be achieved tively is needed to adjust to the development
in this research is to develop physics teaching of science and technology; (2) student analysis
materials that can improve the critical thinking is done to know the characteristic of student
skills of high school students. which include academic ability, background of
knowledge, and level of cognitive development
METHOD of student. Results of student analysis can be
used as an overview to develop teaching mate-
This research is Research and Develop- rials; (3) task analysis is carried out by detailing
ment. The design of this study modifies the pro- the content of teaching materials in the form of
cedural model adapted from the development an outline of main content that includes an un-
of 4D model devices ie define, design, deve- derstanding of the task in learning. This step is
lopment, and disseminate (Thiagarajan and done by analyzing the basic competence and
Semmel, 1974). In this study the development the indicator of critical thinking skills of the se-
stage will only be implemented in the defining, lected material that is static fluid; (4) concept
designing, and developing phases only. The analysis is conducted to identify the main con-
depth stage is not implemented considering the cepts to be taught; systematically arranging;
limited time available in this research. and detailing relevant concepts to form a con-
The subjects of this study are guided cept map; (5) the formulation of learning objec-
inquiry-based physics teaching materials on tives is based on core competencies and basic
static fluid material developed and tested on 15 competencies in accordance with the 2013 cur-
students in class X IPA 1 in SMAN 1 Tarik in riculum.
Odd Semester Academic Year 2016/2017.
Data collection is done using validation Design Stage
sheet, legibility sheet, and test of critical thin- The design stage is done to design the
king skill. To measure the feasibility of learning initial form of teaching materials for students.
materials obtained by using the instrument vali- Teaching materials are student learning ma-
dation sheet by two lecturers of Physics as ex- nuals used in learning activities. The teaching
pert testers. The effectiveness of the teaching materials contain the lesson material that was
materials was identified from the results of the adopted from several sources of physics tex-
reading material readability analyzed using the tbooks.
legibility test and improvement of students’ cri-
tical thinking skills through pretest and posttest Development Stage
analyzed using N-gain calculation. The development stage is done to pro-
The development procedure in this study duce the revised teaching materials based on
was adapted from 4D development model ac- input from the experts. The results of the de-
cording to Thiagarajan and Semmel. The steps sign are then developed with the steps (1) va-
taken in the development procedure with the lidation of teaching materials is useful to refine
4-D model are as follows. the initial design of learning materials, then rea-
dy for use by students. The teaching materials
Definition Stage that have been made are then validated by two
This stage consists of five activities, na- experts in the field of Physics education for ad-
mely: (1) needs analysis done as initial study vice and revision; (2) the readability test of the
about the need of development of teaching ma- learning materials is used to assess the legi-
terials to improve the quality of learning which bility of the revised teaching materials based
means also will be able to improve the quality on input from experts before being trialled on a
of human resources in Indonesia. The deve- broader subject; (3) limited trials are conducted
lopment of students’ competencies based on to test the quality of teaching materials on se-
the need for future competence is the ability to lected subjects for the purposes of modification
communicate, think critically and creatively by and effectiveness of teaching materials.
considering the values ​​and morals of Pancasila
to become a democratic and responsible citi- RESULTS AND DISCUSSION
zen, tolerant in diversity, able to live in a global
society, have a broad interest in life and rea- This research development of physics
22 Jurnal Pendidikan Fisika Indonesia 14 (1) (2018) 18-25

teaching materials uses development procedu- ty for students to train critical thinking skills to
res in accordance with 4-D development steps. construct hypotheses.
The purpose of this development is to produce The content is made to facilitate the lear-
a guided inquiry-based physics teaching mate- ning process in raising the ability that will be
rial on static fluid topic that is valid and effec- owned by students after reading the teaching
tive. materials. Teaching materials contain instruc-
tions to students, for example in answering
Define Stage practice questions; conducting practicum ac-
At this stage, initial observations are tivities; including when observing the natural
made to identify the problem; facts in schools phenomena around them. Through contextual
that serve as the basis for the development of teaching materials, teachers can train students’
physics teaching materials of static fluid sub- critical thinking skills in formulating problems,
ject matter; and data collection to determine giving arguments, and concluding inductively,
the purpose of research through observation to even conducting evaluations to decide what to
the school that will serve as the research base. do in relation to the various cases given. Furt-
The next step is to formulate the problem rela- hermore, the closing section contains the con-
ted to the object to be studied. Problems identi- clusions and references.
fied in this analysis are: (1) the learning process
that is still dominated by teachers and students Development Stage
only hears and records explanations from te- The preliminary step of the develop-
achers; (2) the teachers never composed their ment stage is the expert validation that aims
own teaching materials. Teaching materials to assess the feasibility of the content of the
used in schools are purchased from publishers teaching materials before being tested. Pro-
whose competency outcome indicators are of- duct improvements are made based on com-
ten incompatible with indicators outlined in the ments and suggestions from the validator, eit-
lesson plans. At this stage, the formulation of her in the form of written suggestions on the
static fluid indicators and learning objectives is manuscript, comments on the validation sheet,
based on concept and task analysis. These in- or spoken suggestions obtained by discussing
dicators were used to develop a set of students’ with experts related to the developed teaching
critical thinking skills tests. materials. Validation activities are done by gi-
ving the script of the teaching materials and as-
Design Stage sessment instruments along with the validation
The developed teaching material aims sheet to the two expert validators.
to improve students’ critical thinking skills. In The results of validation of teaching ma-
the teaching materials contains a number of terials by two validators with a score range 1-4
issues related to the concept of static fluid that are presented in Table 1.
occurs in everyday life. This teaching material
also contains experimental procedures that are Table 1. Expert Validation Results on Teaching
expected to assist students in trained their cri- Materials
tical thinking skills. Systematic teaching materi- Average Reliabil-
als include introduction, content, and cover. In Contents Category
Score ity (%)
the introduction section contains illustrations or
Introduction 3.50 Valid 100
images that are expected to bring up the prob-
lem especially the problems that often occur in Contents 3.55 Valid 96.1
everyday life. Character- Very
Starting from the problems presented, 3.63 96.43
istic valid
students are expected to be able to analyze Very
the problems by using the critical thinking skills Closing 4.00 100
valid
they had before. The content section contains
learning objectives, static fluid concepts, il- Concept de-
3.57 Valid 93.88
lustrations, examples that support concepts, velopment
conceptual linkages with science / technology, Very
Average 3.65 97.28
and activities that support the learning pro- valid
cess. One of the learning support activities is
an investigation activity in which there is a hy- Table 1 shows that in general the results
pothetical section that provides an opportuni- of validation of teaching materials developed
E. K. Nisa, B. Jatmiko, T. Koestiari - Development of Guided Inquiry-Based Physics Teach- 23

have a very valid category with an average Table 2 shows a significant increase
score of 3.65 and has an instrument reliabili- in students’ critical thinking skills classically
ty of 97.28% so that teaching materials can be identified a normalized gain score of 0.63 with
used and reliable. The teaching material is va- moderate criteria. These results indicate that
lid if the score is above or equal to 2.6 and inva- the teaching materials used give a significant
lid is used if it scores below or equal to 2.5 (Ra- influence in training students’ critical thinking
tumanan & Laurens, 2006; Sudiarman, 2015). skills.
Experimental materials that have been
validated by experts are tested its legibility. Test Table 2. Average Pretest and Posttest Scores
legibility is done to support the results of feasi- Data Results
bility of teaching materials by expert validators.
Pretest Score 46
Test results legibility of teaching materials can
be seen in Figure 1. Posttest Score 80
N-Gain 0.63 (moderate)

Table 3. Mean Scores of Critical Thinking Skills


Indicators
Aver-
Critical Average
age
Thinking Score N- Cate-
Score
Indica- of Post- Gain gories
of Pre-
tors test
test
Figure 1. Result of Readability of Physics Formu-
Teaching Material lating 4.73 7.13 0.74 High
problems
Based on Figure 1, the results of the test Giving
of teaching material readability showed that the Mod-
argu- 4.60 6.60 0.63
average score of 15 students’ responses ob- erate
ments
tained that 81.17% of teaching materials can
Con-
be read so that the teaching materials can be
cluding Mod-
categorized high legibility. This means that te- 3.33 6.20 0.61
induc- erate
aching materials can be easily understood by
tively
students. In accordance with the regulation of
the Ministry of National Education (2008) that Con-
one component of the material assessment is ducting Mod-
2.93 5.7 0.5
the linguistic aspect which includes the reada- evalua- erate
bility of the sentence; the clarity of information; tion
the compliance with the Indonesian language Deciding Mod-
2.47 5.40 0.53
rules in a good and correct way; and the uti- an action erate
lization of language effectively and efficiently
(clearly and briefly). Therefore it can be conclu- Improvement of critical thinking skills on
ded that the developed physics learning mate- each indicator is presented in Table 3. The use
rials have decent criteria to be used in learning. of developed physics teaching materials has
In this study, the assessment is not only been able to train students in improving critical
done on the feasibility of physics teaching ma- thinking skills. Five aspects of critical thinking
terials but also on the effectiveness of teaching are trained in the learning process, namely for-
materials in improving students’ critical thinking mulating problems, giving arguments, inductive
skills. Indicators of critical thinking skills used conclusion, conducting the evaluation process,
include: 1) formulating problems; 2) provide an and deciding an action. Kholifah (2015) argues
argument; 3) conclude inductively; 4) conduct that individuals who have the skills of critical
evaluation process; and 5) decide on an acti- thinking will be able to decide and to think ra-
on (Ennis, 1995). Improving students’ critical tionally based on some of the views they have
thinking skills is indicated from the pretest and on a different context. This means that critical
posttest scores that have been adapted to the thinking is needed by everyone to address a
learning objectives as shown in Table 2. problem faced. Kholifah further claims that a
24 Jurnal Pendidikan Fisika Indonesia 14 (1) (2018) 18-25

critical thinker will be able to deduce from what physics teaching materials can also improve
he knows and know how to use information to students’ critical thinking skills as indicated by
solve problems, and seek sources of informa- a N-gain score of 0.63 in the medium category.
tion relevant to him (Kholifah, 2015). From the Suggestions given include: 1) guided in-
test results and in line with the Kholifah opin- quiry-based physics teaching materials in this
ion can be said that physics teaching materials study is limited to fluid topic only. For further de-
that have been developed feasible use in learn- velopment it is necessary to develop teaching
ing and can improve students’ critical thinking materials on other subjects; 2) critical thinking
skills. skills in this study only trained for several mee-
These results are consistent with the re- tings only. To practice students’ critical thinking
search of Kariawan, Sadia, and Pujii (2015) that skills in their entirety, the implementation of
the design of physics learning with the setting of instructional material development needs to
inquiry learning model has met the valid, practi- be done on an ongoing basis for all subjects;
cal, and effective criteria for improving problem and 3) guided inquiry-based physics teaching
solving and critical thinking skills. In line with materials that developed in this research can
the results of the study, Antika, Sarwi, and Aji be used by teachers as an alternative model to
(2017) stated that guided inquiry learning with improve students’ critical thinking skills.
the help of student worksheets can improve the
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