ABSTRAK
Penelitian ini bertujuan untuk mengetahui perbedaan nilai pengetahuan, sikap, dan keterampilan pada model pembelajaran inkuiri terbimbing dan inkuiri bebas termodifikasi ditinjau dari kreativitas dan sikap ilmiah serta interaksi-interaksinya terhadap hasil belajar siswa.
Penelitian ini menggunakan metode eksperimen. Populasi penelitian semua siswa kelas X MIA Semester Ganjil SMA Negeri 2 Karanganyar Tahun Pelajaran 2014/2015. Sampel diambil dengan teknik random sampling. Prestasi pengetahuan diperoleh dengan metode tes, sedangkan untuk sikap dan keterampilan menggunakan pengamatan/observasi. Teknik analisis data menggunakan analisis variansi dengan desain faktorial 2x2x2 menggunakan program SPSS.
Hasil penelitian dapat disimpulkan: (1) ada pengaruh penggunaan model pembelajaran inkuiri terbimbing dan model pembelajaran inkuiri bebas termodifikasi terhadap nilai pengetahuan, dan tidak ada pengaruh penggunaan model pembelajaran inkuiri terbimbing dan model pembelajaran inkuiri bebas termodifikasi terhadap nilai sikap dan nilai keterampilan siswa; (2) ada pengaruh kreativitas tinggi dan rendah dalam pembelajaran fisika terhadap nilai pengetahuan, nilai sikap, dan nilai keterampilan siswa; (3) tidak ada pengaruh antara sikap ilmiah tinggi dan rendah terhadap nilai pengetahuan dan nilai keterampilan tetapi  ada pengaruh terhadap nilai sikap siswa; (4) ada interaksi antara model pembelajaran inkuiri terbimbing dan model pembelajaran inkuiri bebas termodifikasi dengan kreativitas terhadap nilai pengetahuan siswa dan tidak ada interaksi antara model pembelajaran inkuiri terbimbing dan model pembelajaran inkuiri bebas termodifikasi dengan kreativitas terhadap nilai sikap dan nilai keterampilan siswa; (5) tidak ada interaksi antara model pembelajaran inkuiri terbimbing dan model pembelajaran inkuiri bebas termodifikasi dengan sikap ilmiah terhadap nilai pengetahuan, nilai sikap, dan nilai keterampilan  siswa; (6) tidak ada interaksi antara kreativitas dan sikap ilmiah terhadap nilai pengetahuan, nilai sikap, dan nilai keterampilan siswa; (7) tidak ada interaksi antara model pembelajaran inkuiri terbimbing dan model pembelajaran inkuiri bebas termodifikasi, kreativitas, dan sikap ilmiah terhadap nilai pengetahuan, nilai sikap, dan nilai keterampilan siswa.
Kata kunci: Model Inkuiri Terbimbing, Inkuiri Bebas Termodifikasi, Kreativitas, Sikap Ilmiah.
ABTRACT
The purpose of the research is to determine the differences in the results of assessment of knowledge, attitudes, and skills in guided inquiry learning model and modified free inquiry in terms of creativity and scientific attitudes and interactions on students learning outcomes.
The research used experimental methods. The study population were students of class X MIA SMAN 2 Karanganyar regular school 2014/2015. Samples were taken by random sampling technique. Achievement of knowledge abtained by the  method for the test, while for the attitudes and the skills to use observation. Data were analyzed using analysis of variance with a 2x2x2 factorial design using SPSS.
The results of this study concluded: (1) there is the effect of using guided inquiry learning model and modified free inquiry learning model towards the of the knowledge and there is no effect of the use of guided inquiry learning model and modified free inquiry learning model to the value of attitudes and values students skills; (2) there was an effect of high and low creativity in teaching physics to the value of knowledge, values attitudes, and values the skills of students; (3) no effect between high and low scientific attitude towards the value of the knowledge and skills values but no effect on the value of students attitudes; (4) there is an interaction between guided inquiry learning model and modified free inquiry learning model by the creativity of the value of students knowledge and there is no interaction between guided inquiry learning model and modified free inquiry learning model by the creativity of the value of attitudes and values students skills; (5) there is no interaction between guided inquiry learning model and modified free inquiry learning model with a scientific attitude towards the value of knowledge, attitudes, and values the skills of students; (6) there is no interaction between creativity and scientific attitude towards the value of knowledge, attitudes, and values the skills of students; (7) there is no interaction between guided inquiry learning model and modified free inquiry learning model, creativity, and scientific attitude towards the value of knowledge, attitudes, and values the skills of students.
Keywords: Guided inquiry Model, Modified free inquiry, Creativity, Scientific Attitude.