Pengaruh Model Inkuiri Terbimbing Menggunakan Laboratorium Riil dan Virtual terhadap Kemampuan Berpikir Kritis dan Kolaborasi Siswa
DOI:
https://doi.org/10.57235/jetish.v5i2.8625Keywords:
Inkuiri terbimbing, Berpikir Kritis, KolaborasiAbstract
Penelitian ini bertujuan untuk mengetahui pengaruh model inkuiri terbimbing menggunakan laboratorium rill dan virtual terhadap kemampuan berpikir kritis dan kolaborasi siswa pada materi fluida statis di kelas XI SMA. Metode penelitian yang digunakan berupa kuasi eksperimen dengan desain pretest-posttest nonquivalent group design. Populasi penelitian seluruh siswa kelas XI SMA Negeri 1 Sunggal yang berjumlah 12 kelas. Sampel penelitian terdiri dari 2 kelas yaitu kelas XI-8 sebagai kelas eksperimen I diterapkan model inkuiri terbimbimbing menggunakan laboratorium riil dan kelas XI-1 sebagai kelas eksperimen II diterapkan model inkuiri terbimbing menggunakan laboratorium virtual, kedua kelas sampel masing-masing berjumlah 35 siswa. Sampel dipilih dengan teknik purposive sampling. Instrumen kemampuan berpikir kritis dan kolaborasi sudah divalidasi oleh ahli. Hasil pretest dan posttest berpikir kritis kelas eksperimen I sebesar 30,81 dan 75,36, pada kelas eksperimen II nilai pretest 33,86 dan posttest 72,55. Hasil observasi awal dan akhir kemampuan kolaborasi kelas eksperimen I sebesar 39,48 dan 78,14, pada eksperimen II observasi awal dan akhir sebesar 39,33 dan 74,24. Data dianalisis menggunakan uji t dua pihak, uji Man Whitney, Multiivariate Analysis of Variance (MANOVA), dan N-gain. Hasil uji t dua pihak menunjukkan kesamaan kemampuan awal berpikir kritis, uji Man Whitney menunjukkan kemampuan awal kolaborasi siswa sama. Hasil uji MANOVA diperoleh ada pengaruh yang signifikan penerapan model inkuiri terbimbing menggunakan laboratorium riil dan virtual terhadap kemampuan berpikir kritis dan kolaborasi siswa. Peningkatan N-gain kelas eksperimen I kemampuan berpikir kritis sebesar 0,65 dan kolaborasi sebesar 0,64 dikategorikan sedang. Peningkatkan N-gain kelas eksperimen II kemampuan berpikir kritis sebesar 0,58 dan kolaborasi sebesar 0,57 dikategorikan sedang.
Downloads
References
Afiyah, A. N., & Zulkarnaen, Z. (2025). Penerapan Inkuiri Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi Siswa pada Pembelajaran IPAS SD. SOCIAL: Jurnal Inovasi Pendidikan IPS, 5(2), 306-316. https://doi.org/10.51878/social.v5i2.5033
Aktas, I., & Karamustafaoglu, O. (2025). The Effect of Guided Inquiry-Based Virtual and Physical Laboratories on Science Learning Outcomes. Research in Science & Technological Education, 43(4), 1145-1166. https://doi.org/10.1080/02635143.2024.2423071
Amalia, R., Evendi, E. E. E., Ngadimin, N. N. N., Zainuddin, Z. Z. Z., & Wahyuni, A. W. A. (2026). The Influence of Virtual Laboratory-Assisted Collaborative Learning Model on High School Students' Physics Learning Outcomes. Jurnal Phi: Jurnal Pendidikan Fisika & Terapan, 12(1), 33-40. https://doi.org/10.22373/p-jpft.v12i1.32198
Brundage, M. J., Malespina, A., & Singh, C. (2023). Peer Interaction Facilitates co-construction of Knowledge in Quantum Mechanics. Physical Review Physics Education Research, 19(2), 020133.
Danzglock, M., Berger, R., & Hänze, M. (2026). Interleaved Practice in Physics Benefits from Collaboration. Learning and Instruction, 102, 1-11.
Ennis, R.H. (1994). A Critical Thinking. New York: Freeman.
Fauziah, F. M., & Novita, D. (2021). Training The Analysis Skills of Student Through The Application of Guided Inquiry Learning Models on Reaction Rate Materials. JPPS (Jurnal Penelitian Pendidikan Sains), 10(2), 1932-1948. https://doi.org/10.26740/jpps.v10n2.p1932-1948
Fitriani, A. (2024). Comparison of the effect of using virtual laboratory based on PhET simulation and real laboratory in improving mastery of electronic concepts of physics education students. Tekno-Pedagogi: Jurnal Teknologi Pendidikan, 14(2), 22-28. https://doi.org/10.22437/teknopedagogi.v14i2.37487
Istiyova, L .R., Dwiastuti., & Santosa, S. (2022). The Influence of Guided Inquiry Learning Model Combined with Brainstorming Activities on Critical Thinking Ability and Student Learning Motivation. IRE Journals, 6(3), 9-15.
Kumala, F. N., Yasa, A. D., & Samudra, R. D. (2022). Elementary clarification analysis (critical thinking skill) elementary school students based on grade and learning method. Jurnal Ilmiah Sekolah Dasar, 6(3), 459-467. https://doi.org/10.23887/jisd.v6i3.47366
Lestari, I., Kuswandi, D., & Sudjimat, D. A. (2023). Influence of Guided Inquiry Learning Strategies Assisted with Virtual Laboratories in Thematic Learning on The Critical Thinking Abilities of Primary School Students. Jurnal Penelitian Pendidikan IPA, 9 (SpecialIssue), 967–973. https://doi.org/10.29303/jppipa.v9ispecialissue.6262
Musliman, A., & Kasman, U. (2022). Efektivitas model inkuiri terbimbing untuk melatih kemampuan berpikir kritis siswa pada konsep fisika yang bersifat abstrak. Jurnal Jendela Pendidikan, 2(01), 48-53. https://doi.org/10.57008/jjp.v2i01.116
Nikmah, A., Saptono, S., & Sulistyorini, S. (2021). The effectiveness of guided inquiry with sets vision to improve communication skills and understanding of science concepts. Journal of Primary Education, 10(1), 99-107. https://doi.org/10.15294/jpe.v10i1.27794
Nurhalisa., Arda., & Rahmawaty. (2025). Enhancing Critical Thinking Skills Through the Guided Inquiry Learning Model in Science Education. Koordinar, 6(1), 66-73. https://doi.org/10.24239/koordinat.v6i1.169
Pfefferova, S. M., & Plesch, M. (2025). Optics Experiments as a Tool for Developing Critical Thinking in Physics Education. Journal of Physics: Conference Series (Vol. 3155, No. 1, p. 012017).
Rambe, Y. A., Silalahi, A., & Sudrajat, A. (2020). The Effect of Guided Inquiry Learning Model and Critical Thinking Skills on Learning Outcomes. Aisteel, 151–155.
Respati, A. A. (2023). Pengaruh Model Pembelajaran Guided Inquiry terhadap Critical Thinking dan Collaborative pada Materi Asam Basa. Journal of Tropical Chemistry Research and Education, 5(1), 29-35. https://doi.org/10.14421/jtcre.2023.51-04
Rosyda, E. K., & Astriani, D. (2023). Penerapan Model Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik. PENSA E-JURNAL: Pendidikan Sains, 11(2), 156-160. https://doi.org/10.26740/pensa.v11i2.53980
Salsabila, I. D., Maharani, C. A., Aidilia, E., & Fajriyah, R. Z. (2025). Efektivitas Model Pembelajaran Inkuiri Terbimbing dalam Mengembangkan Keterampilan Berpikir Kritis Siswa SD. Didaktika, 5(2), 203-214. https://doi.org/10.17509/didaktika.v5i2.85184
Sarifah, F., & Nurita, T. (2023). Implementasi Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi Siswa. PENSA: E-Jurnal Pendidikan Sains, 11(1), 22-31. https://doi.org/10.26740/pensa.v11i1.46474
Shalihin, N. A. F., Saptono, S., & Masturi. (2019). Implementation of Guided Inquiry Learning To Improve The Critical Thinking Skills of Junior High School Students. Journal of Innovative Science Education, 8(3), 306-314. https://doi.org/10.15294/jise.v8i1.30216
Siddiqui, S. (2022). Categorized and Correlated Multiple-choice Questions: A Tool for Assessing Comprehensive Physics Knowledge of Students. Education Sciences, 12(9), 575.
Sihaloho, N. M., Motlan., & Peranginangin, L. J. (2021). The Effect of Guided Inquiry Learning Model Toward Students’ Critical Thinking Skills About Momentum and Impulse in Senior High School. INPAFI: Jurnal Inovasi Pembelajaran Fisika, 45-52.
Simbolon, D. H & Silalahi, E. K. (2023). Physics Learning Using Guided Inquiry Models Based on Virtual Laboratories and Real Laboratories to Improve Learning. Journal for Lesson and Learning Studies, 6(1), 55-62. https://doi.org/10.23887/jlls.v6i1.61000
Sulistiyono, S., & Arini, W. (2024). Keefektifan Virtual Laboratory dalam Meningkatkan Keterampilan Komunikasi dan Kolaborasi Peserta Didik Pada Pembelajaran Fisika. Jurnal Perspektif Pendidikan, 18(1), 141-149. https://doi.org/10.31540/jpp.v19i2.3984
Ubaidillah, M., Hartono, H., Marwoto, P., Wiyanto, W., & Subali, B. (2023). How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (28), 161-187.
Wulandari, W., Mursali, S., & Dewi, I. N. (2025). Pengaruh Model Pembelajaran Guided Inquiry Berbantuan Virtual Laboratory terhadap Keterampilan Berpikir Kritis Peserta Didik. Biocaster: Jurnal Kajian Biologi, 5(3), 202-216. https://doi.org/10.36312/biocaster.v5i3.441
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Firmansyah Simanjuntak, Derlina
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are copyright holders and maintain author rights in accordance with the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) or comparable license. While holding these rights, authors grant the JETISH: Journal of Education Technology Information Social Sciences and Health (publisher of JETISH) a non-exclusive right to the first publication of their articles, including abstracts. This enables us to ensure full copyright protection and to disseminate the article to the widest possible readership in electronic format. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.
