Innovative Development of Guided Inquiry-Based Science Learning Materials to Improve Critical Thinking Skills among Junior High School Students
DOI:
10.29303/jppipa.v11i8.11600Published:
2025-08-25Downloads
Abstract
This study aims to develop guided inquiry-based science learning tools to enhance the critical thinking skills of junior high school students on the topic of additive and addictive substances. The research employed a development method using Tessmer’s formative evaluation model, which includes the stages of validation, practicality testing, and effectiveness testing. The developed learning tools consist of lesson plans (RPP), student worksheets (LKPD), and instructional materials. Expert validation results indicated that the tools are in the "highly valid" category, with an average percentage score of 92.5%. The practicality of the tools was reflected in the high implementation of learning activities, ease of use by teachers, and positive student responses. Effectiveness testing showed a significant improvement in students’ critical thinking skills, with an average N-Gain of 0.49 (moderate category). These findings demonstrate that the guided inquiry-based learning tools are not only theoretically and practically feasible but also have a positive impact on the enhancement of students’ critical thinking skills. Therefore, these tools can serve as an alternative solution for implementing instruction that emphasizes both content mastery and the development of students’ competencies.
Keywords:
Critical thinking Development Guided inquiry Junior high school science Learning toolsReferences
Abdi, A. (2014). The Effect of Inquiry-Based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37-41. https://doi.org/10.13189/ujer.2014.020104
Agung, A. G. (2014). Metodologi Penelitian Pendidikan. Yogyakarta: Aditya Media Publising.
Af’idayani, N., Setiadi, I., & Fahmi, F. (2018). The effect of inquiry model on science process skills and learning outcomes. European Journal of Education Studies. https://doi.org/10.5281/zenodo.1344846
Akbar, S. (2013). Instrumen Perangkat Pembelajaran. PT Remaja Rosdakarya.
Ardiyanti, Y. (2016). ‘Berpikir Kritis Siswa Dalam Pembelajaran Berbasis Masalah Berbantuan Kunci Determinasi. Jurnal Pendidikan Indonesia, 5(2), 901. https://doi.org/10.23887/jpi-undiksha.v5i2.8544
Baharuddin, Ananda, R., Rosyida, F., Irawan, L. Y & Utomo, D.H. (2022). ‘Model Pembelajaran Self-Directed Learning Berbantuan Website Notion: Meningkatkan Kemampuan Berpikit Kritis Siswa SMA. Jurnal Inovasi Teknologi Pendidikan, 9(3), 245-257. https://doi.org/10.21831/jitp.v9i3.52017
Balitbang, Kemendikbud. (2019). Laporan Hasil UN dan Asesmen Kompetensi Siswa. Jakarta: Kemendikbud.
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. The Delphi Report. Retrieved from https://eric.ed.gov/?id=ED315423
Fahmi, Fajeriadi, H., Irhasyuarna, Y., Yulianti, Y. E., & Kusasi, M. (2024). The effect of using inquiry model on science process skills and student learning outcomes. Jurnal Penelitian Pendidikan IPA, 10(12), 10426–10433. https://doi.org/10.29303/jppipa.v10i12.8658
Fatma, N., & Winarti, W. (2024). Analisis Profil Kemampuan Berpikir Kritis pada Pembelajaran Sains di Sekolah. Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 8(1). http://dx.doi.org/10.35931/am.v8i1.2934
Fitriani, R., Mustadi, A., & Jumadi. (2022). the impact of inquiry-based learning on students’ critical thinking skills in science education: A meta-analysis. International Journal of Instruction, 15(1), 21–38. https://doi.org/10.29333/iji.2022.1512a
Fitriani, N., Prasetyo, Z. K., & Harahap, S. (2021). Pengembangan media pembelajaran berbasis inkuiri terbimbing pada materi ekosistem. Jurnal Pendidikan IPA Indonesia, 10(3), 345–354. https://doi.org/10.15294/jpii.v10i3.27215
Gibson, H. L., & Chase, C. (2002). Longitudinal Impact of an Inquiry-Based Science Program on Middle School Students' Attitudes Toward Science. Science Education, 86(5), 693-705. https://doi.org/10.1002/sce.10039
Harahap, M. B., Manurung, S. R., Marbun, M. A., & Mihardi, S. (2016). Effect Model Inquiry Training on Student’s Science Process Skill. Advances in Social Sciences Research Journal, 3(11), 38-42. https://doi.org/10.14738/assrj.311.2288
Hake, R. R. (1999). Analyzing Change/Gain Scores. Indiana University. Retrieved from https://physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf
Handayani, S., & Wibowo, A. (2018). Pengembangan perangkat pembelajaran IPA berbasis R&D. Jurnal Pendidikan dan Pembelajaran, 25(1), 15–25. https://doi.org/10.15294/jpp.v25i1.6894
Hidayati, L. (2016). Profil keterampilan berpikir kritis siswa pada pembelajaran IPA SMP. Jurnal Pendidikan Sains, 4(2), 55–63. https://doi.org/10.26714/jps.4.2.2016.55-63
Idiege, K., Nja, C. O., & Ugwu, A. N. (2017). Development of Science Process Skills Among Nigerian Secondary School Science Students and Pupils: An Opinion. International Journal of Chemistry Education, 1(2), 013-021. Retrieved from https://shorturl.at/rlLO3
Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2020). The Correlation between Science Process Skills and Biology Cognitive Learning Outcome of Senior High School Students. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1), 55-64. https://doi.org/10.22219/jpbi.v6i1.10794
Kemendikbudristek. (2022). Panduan Implementasi Kurikulum Merdeka. Jakarta: Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah. Retrieved from https://kurikulum.kemdikbud.go.id/wp-content/uploads/2022/06/Panduan-Pembelajarn-dan-Asesmen.pdf
King, A., Goodson, L., & Rohani, F. (1998). Higher Order Thinking Skills: Definition, Teaching Strategies, Assessment. Educational Services Program.
Maeots, M., & Padaste, M. (2014). the Role of General Inquiry Knowledge in Enhancing Students' Transformative Inquiry Processes in a Wab-Based Learning Environment. Journal of Baltic Science EducationI, 13(1), 19-31. http://dx.doi.org/10.33225/jbse/14.13.19
Molefe, L., & Aubin, J.-B. (2021). Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills, and Processes. Journal of Baltic Science Education, 20(4). https://doi.org/10.33225/jbse/21.20.622
Mulyasa, E., Suryana, D., & Rasyid, H. (2013). Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya.
Nieveen, N. (1999). Prototyping to reach product quality. Design Approaches and Tools in Education and Training. https://doi.org/10.1007/978-94-011-4255-7_10
OECD. (2018). PISA 2018 Assessment and Analytical Framework: Science, Reading, Mathematics and Financial Literacy. Paris: OECD Publishing. https://doi.org/10.1787/b25efab8-en
Ogan-Bekiroglu, F., & Arslan, A. (2014). Examination of the Effects of Model-Based Inquiry on Students’ Outcomes: Scientific Process Skills and Conceptual Knowledge. Procedia Social and Behavioral Sciences, 141, 1187-1191. https://doi.org/10.1016/j.sbspro.2014.05.202
Osman, K., & Vebrianto, R. (2013). Fostering Science Process Skills and Improving Achievement Through the Use of Multiple Media. Journal of Baltic Science Education, 12(2). https://doi.org/10.33225/jbse/13.12.191
Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., van Riesen, S.A.N., Kamp, E.T., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Plomp, T., & Nieveen, N. (2007). An Introduction to Educational Design Research. Netherlands: SLO.
Plomp, T., & Nieveen, N. (2013). Educational Design Research – Part A: An Introduction. Netherlands: SLO.
Putri, R. M., Sari, D. K., & Rahmawati, Y. (2020). Analisis kebutuhan pengembangan pembelajaran IPA kontekstual. Jurnal Pendidikan Sains, 8(2), 120–129. https://doi.org/10.26714/jps.8.2.2020.120-129
Qing, Z., Jing, G., & Yan, W. (2010). Promoting Preservice Teachers’ Critical Thinking Skills by Inquiry-Based Chemical Experiment. Procedia Social and Behavioral Sciences, 2(2), 4597-4603. https://doi.org/10.1016/j.sbspro.2010.03.737
Rahayu, A. B., Hadi, S., Istyadji, M., Zaini, M., Sholahuddin, A., & Fahmi, F. (2018). Development of guided inquiry based learning devices to improve student learning outcomes in science materials in middle school. European Journal of Alternative Education Studies. https://doi.org/10.5281/zenodo.2261027
Rusmalina, L. (2012). Peningkatan hasil belajar dan keterampilan berpikir kritis melalui model inkuiri terbimbing. Jurnal Ilmiah Pendidikan IPA, 1(1), 35–42. https://doi.org/10.25273/jipi.v1i1.1234
Saputra, T. B. R. E., Nur, M. & Purnomo, T. (2017). Pengembangan Pembelajaran Inkuiri Berbantuan Phet untuk Melatih Keterampilan Sains Siswa. Journal of Science Education and Practice, 1(1), 20-31. http://dx.doi.org/10.33751/jsep.v1i1.378
Simsek, P., & Kabapinar, F. (2010). The Effects of Inquiry-Based Learning on Elemantary Student Conceptual Understanding of Matter, Scientific Process Skills and Science Attitudes. Procedia Social and Behavioral Sciences, 2(2), 1190-1194. https://doi.org/10.1016/j.sbspro.2010.03.170
Stout, B. (2001). Tools for Scientific Inquiry in a FifthGrade Classroom. Primary Voices, 10(1), 23-27. Retrieved from https://eric.ed.gov/?id=EJ630706
Siregar, A., & Nurbaiti, E. (2020). Analisis kemampuan berpikir kritis siswa SMA dalam pemecahan masalah kontekstual. Jurnal Pendidikan Sains Indonesia, 8(2), 215–224. https://doi.org/10.24815/jpsi.v8i2.12345
Sutama, S., Rahmawati, D., & Nugroho, H. (2014). Pengaruh model inkuiri terbimbing terhadap keterampilan berpikir kritis siswa SMP. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 3(1), 45–51. https://doi.org/10.26714/jppipa.v3i1.6789
Tessmer, M. (1993). Planning and Conducting Formative Evaluations: Improving the Quality of Education and Training. London: Kogan Page.
Tilaar, H.A.R. (2012). Perubahan Sosial dan Pendidikan: Pengantar Pedagogik Transformatif untuk Indonesia. Jakarta: Grasindo.
Wahyuni, I., Yuliati, L., & Indriwati, S. (2017). Pengembangan perangkat pembelajaran IPA model inkuiri. Jurnal Pendidikan Sains, 5(2), 66-72. https://doi.org/10.26714/jps.5.2.2017.66-72
Widodo, C., & Jasmadi. (2008). Panduan Menyusun Bahan Ajar Berbasis Kompetensi. Jakarta: Elex Media Komputindo.
Zubaidah, S. (2016). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. In Seminar Nasional Pendidikan (Vol. 2, No. 2, pp. 1-17). Retrieved from https://shorturl.at/EISdc.
License
Copyright (c) 2025 Yudha Irhasyuarna, Fahmi, Hery Fajeriadi, Muhammad Kusasi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
