PENGARUH MODEL PEMBELAJARAN INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATERI ENERGI DI KELAS III SDN PEPE SEDATI

Skripsi ini bertujuan untuk mengetahui pengaruh model pembelajaran inquiry terhadap kemampuan berpikir kritis peserta didik pada materi energi di kelas III SDN Pepe Sedati. Latar belakang penelitian ini dilandasi oleh rendahnya kemampuan berpikir kritis peserta didik yang disebabkan pendekatan pembelajaran konvensional yang masih mendominasi. Model pembelajaran inquiry dianggap efektif dalam mengembangkan kemampuan berpikir kritis karena melibatkan siswa secara aktif dalam proses belajar yang bersifat eksploratif. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis pre-eksperimen dan desain one group pretest-posttest. Subjek penelitian adalah 27 peserta didik kelas III-B SDN Pepe Sedati. Instrumen penelitian berupa tes berpikir kritis yang diberikan sebelum dan sesudah penerapan model inquiry. Validitas instrumen diperoleh dengan nilai rhitung ≥ rtabel, dan reliabilitas instrumen menunjukkan nilai Cronbach’s Alpha sebesar 0,755 yang termasuk kategori reliabel. Hasil analisis menunjukkan bahwa nilai pretest peserta didik memiliki skor terendah 17 dan tertinggi 29, sedangkan nilai posttest meningkat dengan skor terendah 34 dan tertinggi 40. Uji normalitas dengan Shapiro-Wilk menghasilkan nilai signifikansi pretest 0,103 dan posttest 0,134 (Sig > 0,05), sehingga data dinyatakan berdistribusi normal. Uji hipotesis menggunakan paired sample t-test menunjukkan nilai signifikansi 0,000 (Sig < 0,05), yang berarti terdapat perbedaan signifikan antara hasil pretest dan posttest. Dengan demikian, dapat disimpulkan bahwa model pembelajaran inquiry berpengaruh secara signifikan terhadap peningkatan kemampuan berpikir kritis peserta didik pada materi energi.
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This thesis aims to determine the influence of the inquiry-based learning model on students’ critical thinking skills in the topic of energy for third-grade students at SDN Pepe Sedati. The background of this research is based on the low level of students’ critical thinking ability, which is attributed to the dominance of conventional teaching approaches. The inquiry-based learning model is considered effective in developing critical thinking skills as it engages students actively in an exploratory learning process. This research employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The research subjects were 27 students from class III-B at SDN Pepe Sedati. The research instrument consisted of a critical thinking test administered before and after the implementation of the inquiry model. The instrument’s validity was confirmed with r-count values greater than or equal to r-table, and the reliability test showed a Cronbach’s Alpha value of 0.755, indicating the instrument was reliable. The analysis results showed that students’ pretest scores ranged from 17 to 29, while the posttest scores increased, ranging from 34 to 40. The normality test using Shapiro Wilk showed significance values of 0.103 for the pretest and 0.134 for the posttest (Sig > 0.05), indicating that the data were normally distributed. The hypothesis test using a paired sample t-test yielded a significance value of 0.000 (Sig < 0.05), indicating a significant difference between pretest and posttest results. Therefore, it can be concluded that the inquiry-based learning model has a significant effect on improving students’ critical thinking skills in the topic of energy.