IMPLEMENTASI MODEL PEMBELAJARAN GUIDED INQUIRY

PADA MATERI SISTEM KEKEBALAN TUBUH BERBANTUAN

LIVE WORKSHEET UNTUK MENINGKATKAN KETERAMPILAN
BERPIKIR KRITIS SISWA DI SMAN 9 KOTA CIREBON

SKRIPSI

Diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan
(S.Pd) pada jurusan Tadris Biologi

Fatmah Zakia
1908106175

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

INSTITUT AGAMA ISLAM NEGERI (IAIN)
SYEKH NURJATI CIREBON
2023M / 1444H
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ABSTRAK

FATMAH ZAKIA : IMPLEMENTASI MODEL PEMBELAJARAN GUIDED

INQUIRY PADA MATERI SISTEM KEKEBALAN TUBUH
BERBANTUAN LIVE WORKSHEET UNTUK
MENINGKATKAN KETERAMPILAN BERRPIKIR
KRITIS SISWA DI SMAN 9 KOTA CIREBON

Abad 21 Merupakan abadi yang ditandai dengan berkembangnya berbagai ilmu

pengetahuan dan teknologi, sehingga dalam perkembangannya diperlukan sumber daya
manusia yang unggul dan daya saing tinggi agar mampu menghadapi persaingan global.
berdasarkan hasil survey keterampilan berpikir kritis siswa masih rendah, sehingga di
perlukan model pembelajaran aktif yang mampu meningkat kan keterampilan berpikir
kritis siswa. Model yang di gunakan adalah model pembelajaran Guided Inquiry
berbantuan Live Worksheet pada materi sistem kekebalan tubuh.penelitian ini bertujuan
untuk mengetahui aktivitas belajar siswa antara siswa yang menerapkan model
pembelajaran Guided Inquiry berbantuan Live Worksheet dan siswa yang menerap kan
model pembelajaran dengan pendekatan Scientific, untuk mengkaji perbedaan
peningkatan keterampilan berfikir kritis siswa antara siswa yang menerapkan model
pembelajaran Guided Inquiry berbantuan Live Worksheet Dan siswa yang menerapkan
pembelajaran dengan pendekatan saintifik dan untuk melihat respon siswa setelah
menerapkan model pembelajaran Guided Inquiry berbantuan live worksheet. hasil
penelitian menunjukkan adanya peningkatan aktivitas belajar sebelum dan sesudah
penerapan model pembelajaran Guided Inquiry berbantuan live worksheet, perbedaan
keterampilan berfikir kritis antara kelas eksperimen dan kelas kontrol ditunjukkan
dengan rata rata and gain kelas eksperimen lebih tinggi yaitu 0,61 dan kelas kontrol
yaitu 0,57 serta respon siswa kelas eksperimen termasuk dalam kategori kuat 55% dan
kategori sangat kuat dengan persentase 45%. Kesimpulan penelitian ini adalah terdapat
peningkatan aktivitas belajar siswa di kelas eksperimen, terdapat perbedaan peningkatan
keterampilan berfikir kritis kelas eksperimen lebih tinggi dibanding kelas kontrol dan
penerapan model pembelajaran Guided Inquiry berbantuan Live Worksheet
mendapatkan respon baik pada materi sistem kekebalan tubuh.

Kata Kunci : Guided Inquiry, Live Worksheet, Keterampilan Berpikir Kritis.

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ABSTRACT

FATMAH ZAKIA : IMPLEMENTATION OF A GUIDED INQUIRY LEARNING

MODEL ON IMMUNITY SYSTEM MATERIAL ASSISTED
LIVE WORKSHEET TO IMPROVE STUDENT'S CRITICAL
THINKING SKILLS AT SMAN 9 KOTA CIREBON

The 21st century is an eternal one that is characterized by the development of various
science and technology, so that in its development it requireshuman resources that are
superior and highly competitive in order to be able to face global competition. Based on
the survey results, students' critical thinking skills are still low.are still low, so an active
learning model that is able to improve students' critical thinking skills is
needed.improve students' critical thinking skills. The model used isGuided Inquiry
learning model assisted by Live Worksheet on the material of the immune system. This
study aims to determine the learning activities of students between students who apply
the between students who apply the Guided Inquiry learning model assisted by Live
Worksheet and students who apply the Guided Inquiry learning model assisted by live
worksheet. Guided Inquiry learning model assisted by live worksheets and students who
apply the learning model with a scientific approach, to examine the difference in
learning model with a Scientific approach, to examine differences in the improvement of
critical thinking skills between students who apply the Guided Inquiry learning model
assisted by Live Worksheet and students who apply the Scientific approach learning
model. Guided Inquiry learning model assisted by live worksheets and students who
apply the students who apply learning with a scientific approach and to see the student
responses after applying the Guided Inquiry learning model The results showed an
increase in learning activities before and after the application of the Guided Inquiry
learning model. Increase in learning activities before and after the application of the
Guided Inquiry learning model assisted by Live Worksheet Guided Inquiry learning
model assisted by live worksheet, the difference in critical thinking skills between the
experimental class and the control class is shown in the table below. Critical thinking
skills between the experimental class and the control class is indicated by an average of
0.01% and gain of the experimental class is higher, namely 0.61 and the control class is
0.57 as well as the response of experimental class students included in the 55% strong
category and the 45% very strong category. Very strong category with a percentage of
45%. The conclusion of this study is that there is increase in student learning activities
in the experimental class, there is a difference in critical thinking skills. the increase in
critical thinking skills of the experimental class is higher compared to the control class
and the application of the Guided Inquiry learning model Guided Inquiry learning
model assisted by Live Worksheet gets a good response on the material of the immune
system. Immune system material.
Keywords : Guided Inquiry, Live Worksheet, Critical Thinking Skills
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KATA PENGANTAR

Assalamualaikum wr wb
Alhamdulillah, Puji Syukur penulis panjatkan kehadirat Allah SWT yang telah
memberikan rahmat dan hidayah-Nya, sehingga penulis dapat menyelesaikan skripsi
dengan judul “Implementasi Model Pembelajaran Guided Inquiry Pada Materi Sistem
Kekebalan Tubuh Berbantuan Live Worksheet Untuk Meningkatkan Keterampilan
Berpikir Kritis Siswa”.
Penulis telah banyak mendapatkan bimbingan, arahan dan bantuan dari berbagai
pihak dalam menyusun skripsi ini. Untuk itu penulis mengucapkan terimakasih kepada:
1. Prof. Dr,. H. Aan Jaelani, M.Ag. Selaku Rektor IAIN Syekh Nuirjati Cirebon
2. Dr. H. Syaifudin, M.Ag. Selaku Dekan Fakultas Ilmu Tarbiyah dan Keguruan
IAIN Syekh Nurjati Cirebon.
3. Dr. Evi Roviati, S. Si. M.Pd. Selaku ketua jurusan Tadris Biologi Biologi IAIN
Syekh Nurjati Cirebon.
4. Prof. Dr. Kartimi, M.Pd. Dosen Pembimbing I.
5. Asep Mulyani, M.Pd. Dosen Pembimbing II.
Seiring ucapan doa dan harapan, semoga Allah SWT senantiasa menerima jasa dan
amal baik mereka. Amin ya Robbal’alamin.
Penulis menyadari sepenuhnya menyadari sepenuhnya bahwa masih terdapat
kekurangan dan kelemahan dalam penulisan skripsi ini. Oleh karena itu, penulis
menerima saran dan kritik dan konstuktif guna menyempurnakan skripsi ini. Akhir kata,
dengan segala kerendahan hati, penulis berharap semoga skripsi ini dapat berguna bagi
para pembaca dan menjadi sumbangsih bagi almamater tercinta IAIN Syekh Nurjati
Cirebon.
Wassalamualaikum wr wb

Cirebon, Juni, 2023

Penulis,

Fatmah Zakia
NIM. 1908106175
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DAFTAR ISI

ABSTRAK ........................................................................................................................ i

ABSTRACT ..................................................................................................................... ii

KATA PENGANTAR ................................................................................................... iiiii

DAFTAR ISI ................................................................................................................. ivv

DAFTAR TABEL ........................................................................................................... vi

DAFTAR GAMBAR...................................................................................................... vii

DAFTAR LAMPIRAN ................................................................................................. viii

BAB I PENDAHULUAN .................................................................................................... 1

A. Latar Belakang ....................................................................................................... 1

B. Identifikasi Masalah .............................................................................................. 9
C. Pembatasan Masalah.............................................................................................. 9
D. Rumusan Masalah ................................................................................................. 9
E. Tujuan Penelitian ............................................................................................... 100
F. Manfaat Penelitian ............................................................................................. 100
BAB II KAJIAN PUSTAKA ........................................................................................... 122

A. Keterampilan Berpikir Kritis ............................................................................. 122

B. Model Pembelajaran Guided Inquiry ................................................................ 166
C. Sistem Kekebalan Tubuh Manusia ...................................................................... 21
D. LKPD Live Worksheet ........................................................................................ 23
E. Peneitian Relevan ................................................................................................ 24
F. Kerangka Berpikir ............................................................................................... 26
G. Hipotesis .............................................................................................................. 27

BAB III METODE PENELITIAN ..................................................................................... 28

A. Tempat dan Waktu Penelitian ............................................................................. 28

B. Populasi dan Sampel............................................................................................ 28
C. Metode dan Desaign Penelitian ........................................................................... 28
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D. Sumber Data ........................................................................................................ 29

E. Teknik Pengumpulan Data .................................................................................. 29
F. Teknis Analisis Data ............................................................................................ 31
G. Alur Penelitian ..................................................................................................... 37
BAB IV HASIL PENELITIAN DAN PEMBAHASAN .................................................... 38

A. Hasil Penelitian .................................................................................................... 38

B. Pembahasan ......................................................................................................... 54
BAB V KESIMPULAN DAN SARAN ............................................................................. 68

A. Kesimpulan .......................................................................................................... 68
B. Saran .................................................................................................................... 68
DAFTAR PUSTAKA ..................................................................................................... 70
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DAFTAR TABEL

Tabel Halaman
2. 1 Indikator Berpikir Kritis ........................................................................................ 144
2. 2 Sintaks Model Pembelajaran Guided Inquiry ........................................................ 199
3. 1 Desain penelitian pretest-postest control group....................................................... 29
3. 2 Pedoman untuk Memberikan Kriteria Validitas ...................................................... 32
3. 3 Pedoman untuk Memberikan Kriteria Reliabilitas .................................................. 33
3. 4 Pedoman untuk Memberikan Kriteria Daya Pembeda ............................................ 34
3. 5 Pedoman untuk Memberikan Kriteria Taraf Kesukaran.......................................... 34
3. 6 Skala Kriteria Respon Siswa ................................................................................... 36
4 1 Rekap Hasil Uji N-Gain Kelas Eksperimen. ............................................................ 49
4 2 Rekap Hasil Uji N-Gain Kelas Kontrol. ................................................................... 49
4 3 Hasil Uji Normalitas Dan Homogenitas Data N-Gain. ............................................ 50
4 4 Hasil Uji Mann whitney. .......................................................................................... 51
4 5 Hasil Respon Siswa Setelah Menerapkan Model Pembelajaran Guided Inquiry
Berbantuan Live Worksheet. .......................................................................................... 54
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DAFTAR GAMBAR

Gambar Halaman

2. 1 Bagan Kerangka Berpikir ........................................................................................ 26

3. 1 Gambar alur penelitian. ........................................................................................... 37
4 1 1Grafik Pertemuan Pertama Kelas Eksperimen dan Kontrol . ................................. 39
4 2 Grafik pertemuan ke dua kelas eksperimen dan kontrol .......................................... 41
4 3 Grafik Pertemuan Ke Tiga Kelas Eksperimen dan kontrol. ..................................... 42
4 4 Grafik Nilai Rata-Rata Aktivitas Siswa Pertemuan Pertama sampai akhir. ............. 43
4 5 Diagram Rata-Rata Nilai Pre-test Post-test Kelas Eksperimen dan Kontrol. ........... 45
4 6 Grafik Rata-Rata Pretest Perindikator KBK. ............................................................ 46
4 7 Grafik Nilai Rata-Rata Posttest Per Indikator KBK. ................................................ 47
4 8 Diagram Rata-Rata Nilai N-Gain Kelas Eksperimen dan Kontrol. .......................... 48
4.9 Hasil persentase angket ............................................................................................ 53
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DAFTAR LAMPIRAN

Lampiran Halaman
1. Peta Konsep ................................................................................................................ 80
2. Analisis Konsep ........................................................................................................ 873
3. Silabus Kelas Eksperimen .......................................................................................... 88
4. Silabus Kelas Kontrol ................................................................................................. 94
5. Kisi-kisi Soal .............................................................................................................. 96
6. Lembar Diskusi Siswa .......................................................................................... 13131
7. Rencana Pelaksanaan Pembelajaran (RPP) Kelas Kontrol................................... 13939
8. Rencana Pelaksanaan Pembelajaran Kelas Eksperimen ....................................... 16666
9. Rekap Analisis Uji Coba Soal .............................................................................. 19393
10. Angket Respon Siswa ......................................................................................... 19595
11. Lembar Observasi Aktivitas Siswa......................................................................... 200
12. Dokumentasi ........................................................................................................... 208
13. E-LKPD .................................................................................................................. 210