ABSTRAK
Tujuan penelitian dan pengembangan: 1) mengembangkan produk modul
berbasis inkuiri terbimbing untuk meningkatkan kemampuan berpikir kritis
berupa modul siswa dan modul guru, 2) menguji kelayakan modul berbasis inkuiri
terbimbing untuk meningkatkan kemampuan berpikir kritis berupa modul siswa
dan modul guru, dan 3) mengukur efektifitas modul berbasis inkuiri terbimbing
untuk meningkatkan kemampuan berpikir kritis berupa modul siswa dan modul
guru.
Penelitian dan pengembangan modul ajar menggunakan model prosedur
Borg & Gall yang telah dimodifikasi menjadi sembilan tahapan: 1) tahap
penelitian dan pengumpulan informasi, 2) tahap perencanaan, 3) tahap
pengembangan rancangan awal produk, 4) tahap uji coba lapangan permulaan, 5)
tahap revisi produk tahap pertama, 6) tahap uji lapangan terbatas, 7) tahap revisi
produk tahap kedua, 8) tahap uji lapangan operasional, 9) tahap revisi produk
akhir. Pengumpulan data dilakukan dengan menggunakan angket, lembar observasi,
wawancara, dan tes. Data penelitian dianalisis dengan metode deskriptif kualitatif
dan deskriptif kuantitatif. Kemampuan belajar kritis dianalisis dengan
menggunakan uji anakova dengan desain Pretest-Posttest Non Equivalent Control
Group Design.
Hasil penelitian dan pengembangan menunjukkan: 1) produk modul siswa
berbasis inkuiri terbimbing dikembangkan berdasarkan tahapan inkuiri terbimbing
yang menggunakan indikator berpikir kritis yang divisualisasikan pada aspek
tujuan, materi, kegiatan dan soal evaluasi sedangkan produk modul guru berbasis
inkuiri terbimbing dikembangkan berdasarkan tahapan inkuiri terbimbing yang
menggunakan indikator berpikir kritis yang divisualisasikan pada aspek tujuan,
materi, kegiatan, soal evaluasi, dan modul guru dilengkapi rencana pelaksanaan
pembelajaran/ skenario pembelajaran, kisi-kisi soal, penilaian, pada setiap tahap
pembelajaran dilengkapi petunjuk guru dalam melakukan kegiatan pembelajaran
dan dilengkapi dengan kunci jawaban. 2) kelayakan modul berbasis inkuiri
terbimbing pada modul siswa menurut penilaian dari ahli pengembangan modul ajar
berkualifikasi “baik” dengan presentase skor 84,82%, ahli materi berkualifikasi “sangat
baik” dengan presentase skor 94,04%, ahli bahasa berkualifikasi “baik” dengan
presentase skor 84,37%, ahli pengembangan perangkat pembelajaran berkualifikasi
“sangat baik” dengan presentase skor 98,14%, sedangkan kelayakan modul berbasis
inkuiri terbimbing pada modul guru menurut penilaian dari ahli pengembangan
modul ajar berkualifikasi “baik” dengan presentase skor 83,92%, ahli materi
berkualifikasi “sangat baik” dengan presentase skor 90,47%, ahli bahasa berkualifikasi
“baik” dengan presentase skor 81,25%, ahli pengembangan perangkat pembelajaran
berkualifikasi “sangat baik” dengan presentase skor 97,45%, penilaian dari praktisi
pendidikan satu berkualifikasi “sangat baik” dengan presentase skor 91,59% dan praktisi
pendidikan dua berkualifikasi “baik” dengan presentase skor 88,83% serta penilaian dari
siswa berkualifikasi “baik” dengan persentase skor 87,44%. 3) Modul berbasis inkuiri
terbimbing efektif meningkatkan kemampuan berpikir kritis, karena berdasarkan
hasil uji anakova menunjukkan adanya perbedaan hasil postes antara kelas
eksperimen dan kelas kontrol pada materi ajar jamur sebesar 39,2%.
Kata kunci: Modul, inkuiri terbimbing, berpikir kritis, Jamur.
ABSTRACT
The purpose of this research are: 1) to develop a guided inquiry- based
learning module to increase the critical thinking skills of students in the form modules
of students and teacher, 2) to examine the feasibility of the guided inquiry- based
learning module to increase the critical thinking skills of students in the form modules
of students and teacher, and 3) to measure the effectiveness of the critical thinking
ability through the guided inquiry- based learning module to increase the critical
thinking skills in the form modules of students and teacher.
This research used research and development (R&D) model with the
procedure claimed by Borg & Gall, which was modified into nine phase, namely:
1) research and information gathering, 2) planning, 3) development of initial
design of product, 4) initial field experiment, 5) first product revision, 6) limited
field experiment, 7) second product revision, 8) operational field experiment, and
9) final product revision. The data collection was conducted using questionnaire,
observation sheets, interview and test. Data result analyzed by descriptive
qualitative method and quantitative descriptive. The data critical thinking
outcome using Anacova with Pretest-Posttest Non Equivalent Control Group
Design.
The research and development results show: 1) product module students
based guided inquiry was developed based on the stage of guided inquiry which
uses indicators critical thinking are visualized in the aspect of objectives,
materials, activities, and about the evaluation while module products based
teacher guided inquiry was developed based on the stage of guided inquiry which
uses indicators critical thinking are visualized in the aspect of purpose , materials,
activities, evaluation questions, and the module is equipped teacher lesson plan /
learning scenarios, grating matter, judgment, at any stage of the learning comes
guide teachers in conducting instructional and equipped with answer keys. 2) the
feasibility of guided inquiry-based module student according to an expert
assessment of the development of qualified teaching module "good" with a
percentage score of 84.82%, qualified material experts "very good" with a
percentage score of 94.04%, qualified linguists "good" with a percentage score
84.37%, qualified expert software development learning "very good" with a
percentage score of 98.14%, average the feasibility of guided inquiry-based
module teacher according to an expert assessment of the development of qualified
teaching module "good" with a percentage score of 83.92%, qualified material
experts "very good" with a percentage score of 90.47%, qualified linguists "good"
with a percentage score 81.25%, qualified expert software development learning
"very good" with a percentage score of 97.45%, the assessment of a qualified
practitioner education "very good" with a percentage score of 91.59% and two
qualified educational practitioners of "good" with a percentage score 88.83% as
well as the assessment of the students qualified "good" with a percentage score of
87.44%. 3) The guided inquiry-based leraning module is to improve the critical
thinking ability because the anacova shows that there is a difference in the posttest
result on the learning material of mushroom among the experimental class and
control class of 39.2%.
Keywords: Module, guided inquiry, critical thinking, Mushrooms.