THE IMPACT OF GUIDED INQUIRY LEARNING MODEL USING VIRTUAL PHET EXPERIMENT METHOD ON STUDENTS' CRITICAL THINKING SKILLS

This study was purposed to find out is there any significant difference of guided inquiry and conventional learning model implementation towards Analytical Chemistry practicum courses, particularly on Redox, Argentometry and Complexometry titrations. This study also analyzed the effect of the learning model through quasi-experimental method. There were 28 teacher candidates in experimental class which taught by using guided inquiry (GI) learning model and 23 teacher candidates in control class which taught by using conventional learning model. Based on Mann-Whitney test, p-values for Redox, Argentometry and Complexometry practicum courses were 0.001, 0.012, 0.030 respectively. Since p-values were less than 0.05 then Ha is accepted which means teacher candidates’ science process skill in experimental class is different significantly compared to control class. The effect of model was calculated through N-gain which score 81%, 76% and 80% in experimental class and 55%, 57% and 59% in control class for respective practicum. This means the teacher candidates’ science process skill is better in experimental class (taught by using GI model) than control class (taught by using conventional model). These findings give contribution to chemistry education especially for improving chemistry teacher candidates’ quality and reducing them who often feel difficult to learn Analytical Chemistry.

This research is motivated by PISA result which shows that students' critical thinking ability in Indonesia is still low. This is in line with the results of observations in the field of researchers who showed that students in Indonesia, especially in District Katapang on average not ready in solving problems that require high-order thinking skills. Therefore, an effort is needed to improve the ability to think critically, one of them is by using ARIAS based learning model of scientific approach. The ARIAS-based learning model of a scientific approach is a collaboration between the ARIAS learning model and the scientific approach that requires students to play an active role and to think in a high level of learning. This study aims to determine: 1) differences in critical thinking skills before and after applied ARIAS learning model based on scientific approaches; 2) differences in students' critical thinking skills before and after using conventional learning models; 3) differences in students' critical thinking skills between those treated using the ARIAS-based learning model based on the scientific approach and the conventional learning model. The research method used is quasi experiment with design type nonequivalent control Group Design which use two groups that is experiment group and control group. The population in this study were all students of grade V SD Negeri Sukamukti 02, while the sample in the study were VA class students and VB Elementary School students Sukamukti 02 District Katapang District Bandunng District. The data analysis technique used is the data analysis using the software SPSS version 17.0 for windows. Based on the results of data analysis can be concluded that there is a significant difference between the application of ARIAS learning model based on scientific approach with conventional learning model, it is proved by the test result of pre-test post-test experiment class showed significance level of 0.040 with the difference of 12 , 50 while the pre-test result of post-test of the control class showed a significance level of 0.039 with an average difference of 6.83. Thus it can be concluded that ARIAS learning model based on scientific approach can be used by teachers as an alternative to improve students' critical thinking ability.

Ecoliteracy is the concept of a comprehensive understanding of ecosystems and their environment. The low ecological intelligence or ecoliteracy of students is the background of this study. This study aims to test whether the guided inquiry learning model affects students' ecoliteracy attitudes and how students' ecoliteracy attitudes through guided inquiry learning models on waste recycling materials. The research method used is an experiment with a quantitative approach. The population in this study was the entire class X MIPA SMA Negeri 1 Stabat, which amounted to 216 students. The sample used was random sampling, namely class X MIPA-1 students as an experimental class and class X MIPA-3 as a control class with 72 students. The research only focuses on attitudinal aspects of ecoliteracy competence. Research data were collected through the distribution of questionnaire sheets and observations. The results showed that the average ecoliteracy attitude of students taught using the guided inquiry learning model reached 87.2% in the good category. Meanwhile, the average ecoliteracy attitude of students taught with conventional learning models is 62.7% with sufficient categories. Hypothesis testing is done manually. Experimental class students have a higher percentage of ecoliteracy than control class students. Guided inquiry learning in waste recycling materials is more efficiently used to determine the improvement of students' ecoliteracy attitudes.

This study was motivated by the low level of students' mathematical critical thinking skills.The purpose of this study was to determine the effect of the problem-based learning model on the critical thinking skills of ninth-grade students in mathematics learning at SMPN 3 Gunungsari in the 2025/2026 academic year.This study used a quantitative approach with a quasi-experimental method and a posttest-only control design.The sample was selected using a saturated sampling technique, namely class IX-A as the control class using the conventional learning model and class IX-B as the experimental class using the problem-based learning model.The research instruments included teaching modules, observation sheets of student and teacher activities, and posttest questions on critical thinking skills.Data analysis used normality tests, homogeneity tests, and t-tests.The results showed that the average posttest score of the experimental class (71.6) was higher than that of the control class (62.4).Based on the t-test results using SPSS with a significance level of 5%, the value obtained was .(2-) = 0.002 0.05, indicating a significant difference between the experimental class and the control class.Thus, the application of the problem-based learning model has a positive effect on students' mathematical critical thinking skills.

Science process skills and critical thinking abilities are two things students must have. Some studies show that students are lack of science process skills and critical thinking. Therefore innovation in the learning process through the application of the group investigation model is needed to improve students' science process skills and critical thinking abilities. This research aims to improve students' science process skills and critical thinking abilities through the application of group investigation learning models. This research was conducted using an experimental method with a pretest-posttest control group design. The research subjects were two groups consisting of 58 experimental group students and 68 control group students. Learning in the experimental group is carried out through group investigation model learning, while the control group uses conventional learning models. The parameters measured were an increase in science process skills and critical thinking skills. The science process skills and critical thinking abilities data were analyzed using parametric statistics, namely testing the difference in the two average normalized gain (n-gain) scores using an independent sample t-test. The results showed a significant difference in the improvement of science process skills and critical thinking of students between the experimental class and the control class. It means that the application of the group investigation learning model contributes both to the improvement of students' science process skills and critical thinking abilities.

The objectives of this study are: (1) to find out whether the motivation of students who use the Blended Learning model is better than the motivation of students who use conventional learning models and (2) To determine whether students' problem-solving abilities of those who use the Blended Learning model are better than the problem-solving abilities of students who use the conventional learning model. This research method uses quantitative research with the type of experimental research. The population in this study was all class IX SMP Negeri 33 Purworejo school year 2021/2022 totaling 214 students. The sampling technique used random cluster sampling so that class IX D was chosen as the experimental class and class IX F as the control class. The results of the hypothesis test of the difference in the mean of the two groups were obtained, and H0 was accepted. This means that the motivation and problem-solving ability in the experimental class is the same as the motivation and problem-solving ability in the control class. Therefore, it can be concluded that (1) the learning motivation of students who use the Blended Learning learning model is not better than the learning motivation of students who use the conventional learning model (2) the problem-solving ability of students who use the Blended Learning learning model is not better than the motivation and ability of students who use the Blended Learning model student problem solving using conventional learning models.

This study was aimed to determine the effect of Project Based Learning Model with STEM approach to students' critical thinking skills on Human Excretion System material in class 8th grade at SMP Negeri 37 Medan. This research used quantitative methods with the type of research quasi experiment with pretest-posttest control group design. The sample of this study consisted of two classes randomly selected by simple random sampling technique, namely in class VIII-D and VIII-F. The first sample is an experimental class that was taught using the PjBL-STEM learning model, and the second sample is a control class that was taught using conventional learning methods. The research instrument that was used included critical thinking skills test instrument using essay questions totaling 5 questions. Analysis of research data used the Independent Sample T-Test test using SPSS version 26.0. The pretest data results of students' critical thinking skills in class VIII-D and class VIII-F are 33.71 and 29.35. After obtained the results of the initial ability of students by looking at the pretest results in both classes, class VIII-D was selected as the experimental class and class VII-F as the control class. The posttest data in the experimental class and control class are 80.00 and 52.58. Based on the hypothesis test, the calculated t value is 12.761 > t table 1.671, and the significance value is 0.000 < 𝛼, with 𝛼 = 0.05, so H0 is rejected and Ha was accepted, which meant that there was an effect of the PJBL-STEM model on the critical thinking skills of students on the material of the excretory system. The influence of the PJBL-STEM model on students' critical thinking skills was categorized as strong with a cohen's d value of 3.242. It can be concluded that the PJBL-STEM model have an effect on students' critical thinking skills with a strong effect category.

The reason for choosing the discovery learning model because it is an active learning model that can help the student’s writing skills. By using this learning model, students can learn to think, analyze, and solve problems. The purpose of the research is to find the effect of the discovery learning model on students’ ability in writing a poetry at Sekolah Menengah Atas (SMA) Negeri 1 Pangkalan Kerinci. This research was experimental research with a form of quasi-experimental design. The sample of this study was two classes, the control class and the experimental class, from Grade X SMA Negeri 1 Pangkalan Kerinci. The number of each class consisted of 32 students. In the experimental class, discovery learning is applied as a treatment, while the control class still uses a conventional learning model. The data analysis used descriptive statistics. The results of the study revealed that learning using the discovery learning model in students’ ability in writing poetry obtains the value of learning completeness at 86.7% which is higher than the conventional learning model. Based on the significant value of Sig (2-tailed) between discovery learning and the ability to write poetry is 0.000 < 0.0. It means that there is a significant effect between discovery learning and student’s ability in writing poetry. From the results of the study, it can be concluded that the writing ability in the poetry of SMAN 1 Pangkalan Kerinci students is high by using discovery learning.

This study aims to determine the significant effect of the argument driven inquiry (ADI)-STEM learning model on numeracy literacy and scientific argumentation skills of students on the subject matter of dynamic fluid class XI semester II at SMAN 10 Medan T.P 2024/2025. This type of research is a quasi experiment and the research design is a two-group pretest-posttest. The population in this research is the entire class XI of SMAN 10 Medan T.P 2024/2025. The sample in this study consisted of two classes selected randomly with simple random sampling technique, class XI IPA-1 as an experimental class using argument driven inqiry (ADI)-STEM learning model with a total of 36 students and class XI IPA-2 as a control class with conventional learning model with a total of 31 students. The instrument in this study was a test in the form of a 10 question essay. Data analysis was used with manova test. The results of the study were obtained with the average value of the numeracy literacy pretest of the experimental class and control class 53.89 and 54.19 respectively while the scientific argumentation of the experimental class and control class 52.22 and 51.68 respectively. The average post-test scores of numeracy literacy of experimental and control classes were 83.22 and 71.48 respectively while scientific argumentation of experimental and control classes were 86.78 and 70.90 respectively. Data analysis using manova test concluded that there is a significant effect of argument driven inquiry learning model on numeracy literacy and scientific argumentation

This experimental research was motivated by a problem in learning Indonesian: the low score of students' learning outcomes in writing procedural texts. Based on this, this research was conducted to know the effect of the Example Non Example learning model and learning motivation on the skills of writing procedure text. The samples of this study were students in grade 7-I (experimental class) and grade 7-H (control class) at MTs Negeri 4 Pasaman Barat for the academic year 2020/2021. The data of this research are the score of the learning motivation questionnaire and the test scores for writing procedural text writing skills in the experimental and control classes. The final results of this study indicate that the Example Non Example learning model has a good effect on the writing skills of the seventh-grade students of MTs Negeri 4 Pasaman Barat. It can be seen from the scores of students' procedural text writing skills taught using the Example Non Example cooperative learning model better than students taught using conventional learning models. Furthermore, there is also an interaction between the Example Non-Example learning model and learning motivation so that students can write procedure texts better.

learning motivation is still low, so to overcome these problems required a learning model that is more focused on students to be more active in thinking on the ability to think creatively, one of which is assumed to improve the Creative Problem Solving learning model ( CPS). This study aims to determine the improvement of students ‘creative thinking skills using the Creative Problem Solving (CPS) learning model compared to students who use conventional learning models and want to know students’ learning motivation. The method used in this study is the explanatory sequential type design (mixed method).Theinstrumentusedinthestudents’creativethinkingskillsintheformof a description problem consisting of seven items in addition to that was also strengthened by questionnaire, interview and observation width to support the test results. The population in this study is the eighth grade students of Rajagaluh 3 Junior High School, while the samples taken randomly according to the class are selected in class VIII-E as the experimental class and class VIII-D as the control class. The experimental class was given learning using the Creative Problem Solving (CPS) learning model and the control class was given learning using conventional learningmodels. Data analysis techniques using two average difference test, correlation test. Based on the results of the analysis and results of data processing, it was concluded that theimprovementofstudents’creativethinkingabilitywasbetterinthecontrolclass using conventional learning models compared to the experimental class using Creative Problem Solving (CPS) learning models and better Student Motivation in the control class compared to experimentalclass. Keywords: Creative Problem Solving(CPS), learning model, creative thinking skills and Learning Motivation

<p>This research aims to: (1) find out the differences in mathematical literacy skills of students using the DLPS learning model and those using conventional learning models, (2) find out the differences in students' mathematical literacy skills in terms of verbal skills of students, (3) to find out the interaction of the DLPS learning model in terms of students' verbal skills on mathematical literacy skills of students. The research approach uses a quantitative approach with the type of quasi-experimental research and design of Factorial design 3 x 2. The population in this study is all eighth grade students of MTs Muhammadiyah Kampung Baru with the total is 48 people. The sample in this study is the eight-grade A as a control class while the eight grade B is as an experimental class. The instrument used in this study is a test of students 'mathematical literacy skills in the form of pretest and posttest and questionnaires to measure students' verbal skills. The data analysis technique used are descriptive statistical analysis and inferential statistical analysis. The result shows that: (1) there is a difference between the application of the DLPS learning model and the conventional model on the mathematical literacy skills of students, (2) there is a difference in students' mathematical literacy skill in terms of vebal skill of students, and (3) there is no interaction effect between the DLPS learning model in terms of verbal skill to mathematical literacy skills of students</p>

This study aims to determine differences in students' critical thinking using the Problem Based Learning (PBL) and Guided Inquiry learning models on electrolyte and non-electrolyte solutions. This research was conducted at SMAN 17 Medan in the 2022/2023 academic year. This type of research is a quasi-experimental research design with a pretest-posttest control group design. The population in this study were all students of class X IPA SMA Negeri 17 Medan. The sample of this study was class X IPA 5 as the experimental class I which was taught using the Problem Based Learning model and X IPA 6 as the experimental class II which was taught using the Guided Inquiry learning model. The results of this study indicate that there are differences in learning outcomes between the two classes with an average posttest score of students in experimental class I of 74 and an average posttest score of students in experimental class II of 82. The ability to think critically in experimental class I is prominent/dominant in analytical skills. The ability to think critically in experiment II is dominant in the ability to argue, evaluate and conclude.

This study aims to determine the effect of the use of the super-scaled model of scaffolding on students' mathematical problem solving abilities. The sampling technique used was cluster random sampling with 3 classes namely experimental class 1 (the class was treated with scaffolding assisted superememe learning model), experimental class 2 (superitem learning only) and control class (the conventional treatment class). Hypothesis testing used is anava 1 cell path is not the same. The results of the study found that there were differences in students' mathematical problem solving abilities by using learning models of scaffolding assisted supermarkets. Furthermore, the mathematical problem solving ability of students with the super-intensive learning model assisted by scaffholding is the same as the mathematical problem-solving ability of students using superemit learning models. The mathematical problem solving ability of students with superficial learning models assisted by scaffholding is better than the students' mathematical problem-solving abilities using conventional learning models. Furthermore, the mathematical problem solving ability of students with superemit learning models is the same as the mathematical problem solving ability of students using conventional learning models.

Abstract-this study aims to know, analyze and evaluate the differences of students’ critical thinking skills by using problem based learning model and conventional models. This study uses a quasi-experimental method with quantitative approach using Nonequivalent (Pretest-Posttest) Control-Group Design. The data collection technique used in this study is using the test. The data analysis technique is done by independent t-test sample. Moreover, this research shows the significant differences if seen from the average of percentage of experiment class; pretest is less while posttest is so gratified. The result of pretest control class is less and posttest is enough The results of this research give the recommendation for teachers and next researchers to apply problem based learning model to enhance critical thinking ability of students. In addition, problem based learning model is also expected to encourage students to be able to solve problems encountered in everyday life, especially in social studies.Keywords: Problem based learning, conventional learning model and critical thinking.