TY  - THES
ID  - eprints3982
UR  - http://digilib.unila.ac.id/3982/
A1  - SUSMI MANDAELIS, 1123011055
Y1  - 2014/06/27/
N2  - This research aimed to analyze (1) the instructional design; (2) the teaching learning process; (3) the improvement of students? achievement; (4) the improvement of students? critical thinking; and (5) the evaluation system of Physics
The research method used was classroom action research which was carried out on three cycles. The first cycle of guided inquiry used experiment equipment and students? worksheet. The second cycle of guided inquiry used powerpoint presentation. Text book and article were used in the third cycle of guided inquiry.
The conclusions of the research are (1) instructional design was arranged based on guided inquiry in which consisted five steps; formulating problems, formulating hypothesis, collecting data, testing hypothesis, and formulating conclusion; (2) guided inquiry could improve teacher?s activity in pre-activity, whilst activity and post-activity; (3) guided inquiry could improve students? achievement in which the cognitive score in cycle I got 58,65 (failed), cycle II got 68,45 (passed), and cycle III got 75,36 (passed), the affective score in cycle I was categorized fair enough, cycle II and III were categorized good, the psychomotor score in cycle I got 64,93 (failed), cycle II got 75,55 (passed), and cycle III got 81,76 (passed) ; (4) critical thinking score in cycle I was categorized fair critical, in cycle II and III were categorized critical ; (5) evaluation system used was tests in form of essay which consisted five questions which got the validity 0,64 (high), the reliability 0,72 (high), the average of difficulty level 0,70 (moderate), and the average of discrimination power 0,41.
Keywords: students? achievement, guided inquiry, critical thinking skill

Penelitian ini bertujuan untuk menganalisis (1) perencanaan kegiatan pembelajaran; (2) proses pembelajaran; (3) peningkatan hasil belajar; (4) peningkatan keterampilan berpikir kritis; (5) sistem evaluasi pembelajaran Fisika.
Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan tiga siklus. Siklus I dengan inkuiri terbimbing dan alat praktikum serta LKS. Siklus II inkuiri terbimbing dengan media pembelajaran powerpoint. Siklus III inkuiri terbimbing dengan buku cetak dan artikel pembelajaran.
Kesimpulan dari penelitian ini adalah: (1) desain pembelajaran inkuiri terbimbing disusun dengan sintak merumuskan masalah, merumuskan hipotesis, mengumpulkan data, menguji hipotesis, dan merumuskan kesimpulan; (2) inkuiri terbimbing mampu meningkatkan aktivitas guru dalam persiapan, pelaksanaan, dan menutup pembelajaran; (3) pembelajaran inkuiri terbimbing dapat meningkatkan hasil belajar siswa dengan nilai kognitif siswa pada siklus I 58,65 (tidak tuntas), suklus II 68,45 (tuntas), siklus III 75,36 (tuntas), afektif siwa pada siklus I terkategori cukup baik, siklus II baik, siklus III baik, psikomotor siswa pada siklus I 64,93 (tidak tuntas), siklus II 75,55 (tuntas), siklus III 81,76 (tuntas); (4) keterampilan berpikir kritis pada siklus I terkategori cukup kritis, siklus II terkategori kritis, siklus III terkategori kritis; (5) sistem evaluasi dengan 5 soal uraian memiliki validitas 0,64 (tinggi), reliabilitas 0,72 (tinggi), tingkat kesukaran 0,70 (sedang), dan daya pembeda 0,41.
Kata Kunci: hasil belajar, inkuiri terbimbing, keterampilan berpikir kritis
PB  - Universitas Lampung
M1  - masters
TI  - THE IMPLEMENTATION OF GUIDED INQUIRY FOR IMPROVING STUDENTS?S ACHIEVEMENT AND CRITICAL THINKING OF
HEAT AND TEMPERATURE MATERIALS ON THE FIRST YEAR STUDENTS OF SMA NEGERI 1 KEDONDONG

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN HASIL BELAJAR DAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI SUHU DAN KALOR
DI KELAS X SMA NEGERI 1 KEDONDONG
AV  - public
ER  -