Guided Inquiry Learning Model Integrated with Peer Instruction: Its Impact on Grade Xi Students' Critical Thinking Skills in Thermochemistry
DOI:
https://doi.org/10.33394/jp.v13i1.18834Keywords:
Critical Thinking Skills, Guided Inquiry, Peer InstructionAbstract
This study examines the effectiveness of a guided inquiry learning model integrated with peer instruction in improving students’ critical thinking skills. An experimental method employing a randomized control group pretest–posttest design was implemented in two Grade XI MIPA classes at SMAN 2 Tambang. The research instruments consisted of pretest and posttest assessments comprising 25 items developed based on 11 indicators of critical thinking skills. Data were analyzed using inferential statistics. Prior to hypothesis testing, assumptions of normality and homogeneity were examined using the Liliefors and Levene’s tests, respectively. Hypothesis testing was conducted using an independent samples t-test to determine differences in critical thinking skills between the experimental group, which received guided inquiry instruction integrated with peer instruction, and the control group, which was taught using a conventional guided inquiry learning model. The significance level was set at α = 0.05. The results indicate that the mean gain in critical thinking skills in the experimental group (54.58) was higher than that of the control group (48.98). The hypothesis testing yielded a t-value of 10.56, exceeding the critical t-value of 1.987 at the 0.05 significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the guided inquiry learning model integrated with peer instruction is effective in enhancing students’ critical thinking skills in thermochemistry. Therefore, this model is recommended for chemistry teachers to improve student engagement and foster higher-order thinking skills in chemistry learning.
References
Amijaya, L. S., Ramdani, A., & Merta, I. W. (2018). PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAPHASIL BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK. J. Pijar, 13(2), 94–99.
Aprialisa, M., & Mahdian. (2017). MENINGKATKAN PEMAHAMAN SISWA PADA MATERI TERMOKIMIA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY. QUANTUM, Jurnal Inovasi Pendidikan Sains, 1(1), 41–48.
Dewi, C., Utami, L., & Octarya, Z. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction terhadap Kemampuan Berpikir Kritis Siswa SMA pada Materi Laju Reaksi. Journal of Natural Science and Integration, 3(2), 196–204.
Dewi, K. M., Suja, I. W., & Sastrawidana, I. D. K. (2018). MODEL MENTAL SISWA TENTANG TERMOKIMIA. Jurnal Pendidikan Kimia Undiksha, 2(2), 45–52.
Falentina, A. R., Saptasari, M., & Indriwati, S. E. (2020). Keterampilan Berpikir Kritis melalui Penerapan Model Pembelajaran Inkuiri Terbimbing di Kelas XI IPA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1397–1404.
Fanani, M. Z. (2018). STRATEGI PENGEMBANGAN SOAL HIGHER ORDER THINKING SKILL (HOTS) DALAM KURIKULUM 2013. Edudeena Journal Of Islamic Education, 2(1), 57–76.
Firmanda, D. A., & Novita, D. (2022). GUIDED INQUIRY LEARNING MODEL APPLICATION TO TRAIN THE STUDENTS ANALYSIS SKILLS ON FACTORS THAT AFFECT REACTION RATE MATERIALS. J. Pijar, 17(1), 1–7. https://doi.org/10.29303/jpm.v17i1.3166
Fithriyah, N. N., & Isma, U. (2024). Analisis keterampilan berfikir kritis dalam pembelajaran bahasa indonesia. Jurnal Madrasah Ibtidaiyah (JMI), 02(02), 225–235.
Gunartha, I. W. (2024). Widyadari PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA DI ERA GLOBAL ABAD KE-21 Globalisasi merupakan sebuah proses hilangnya batasan antar masyarakat dunia . Di zaman globalisasi ini , sangat banyak budaya yang masuk ke Indonesia , baik yang berdampak pos. Widyadari, 25(1). https://doi.org/10.59672/widyadari.v25i1.3660
Handriyati, D. S., Degeng, I. N. S., & Sitompul, N. C. (2022). Pengaruh strategi pembelajaran peer instruction flipped terhadap peningkatan kemampuan literasi siswa. JIPI (Jurnal Ilmiah Penelitian Dan Pembelajaran Informatika), 07, 114–120.
Hidayatussani, Hadisaputra, S., & Idrus, S. W. Al. (2020). PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS ETNOKIMIA TERHADAP HASIL BELAJAR KIMIA SISWA KELAS XI DI MA AL-AZIZIYAH PUTRA KAPEK GUNUNGSARI The Effect of Guided Inquiry Learning Based Ethnochemistry on Learning Outcomes of Class XI Students in. Chemistry Education Practice. https://doi.org/10.29303/cep.v3i1.1687
Husna, A., Ilmi, N., & Gusmaneli, G. (2025). Strategi Pembelajaran Berbasis Masalah dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik. Katalis Pendidikan: Jurnal Ilmu Pendidikan Dan Matematika, 2.
Julianti, N., Azhar, A., & Nasir, M. (2019). IMPLEMENTATION OF PEER INSTRUCTION INTEGRATED GUIDED INQUIRY LEARNING TO INCREASE ARGUMENTATION SKILL OF SCIENCE JUNIOR HIGH SCHOOL STUDENTS Physics Education , University of Riau Pendidikan Fisika FKIP , Universitas Riau Pendahuluan Ilmu Pengetahuan dan. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 7(2), 119–127.
Julianti, N., Azhar, A., Nasir, M., & Education, P. (2019). IMPLEMENTATION OF PEER INSTRUCTION INTEGRATED GUIDED INQUIRY LEARNING TO INCREASE ARGUMENTATION SKILL OF SCIENCE JUNIOR HIGH SCHOOL STUDENTS Physics Education , University of Riau Pendidikan Fisika FKIP , Universitas Riau Pendahuluan Ilmu Pengetahuan dan . Jurnal Geliga Sains (JGS): Jurnal Pendidikan Fisika, 7(2), 119–127.
Kurniawati, I. D., & Diantoro, M. (2014). PENGARUH PEMBELAJARAN INKUIRI TERBIMBING INTEGRASI PEER INSTRUCTION TERHADAP PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS SISWA. Jurnal Pendidikan Fisika Indonesia, 10, 36–46. https://doi.org/10.15294/jpfi.v10i1.3049
Nugraha, W. S. (2018). PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP IPA SISWA SD DENGAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING. EduHumaniora: Jurnal Pendidikan Dasar, 10(2), 115–127.
Nurdiyah, M. S., & Yonata, B. (2022). IMPLEMENTATION OF THE GUIDED INQUIRY LEARNING MODEL TO TRAIN CRITICAL. J. Pijar, 17(2), 148–155. https://doi.org/10.29303/jpm.v17i2.3272
Pahriah, & Hendrawani. (2019). EFEKTIVITAS MODUL INKUIRI DENGAN STRATEGI KONFLIK KOGNITIF DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA. Hydrogen: Jurnal Kependidikan Kimia, 7(2), 62–72.
Puling, H., Manilang, E., & Lawalata, M. (2024). Logika dan Berpikir Kritis : Hubungan dan Dampak Dalam Pengambilan Keputusan. Sinar Kasih: Jurnal Pendidikan Agama Dan Filsafat, 2(2), 164–173.
Rahim, A. (2023). Meningkatkan Keterampilan Berpikir Kritis Melalui Pembelajaran Kritis. JSE: Journal Sains and Education, 1(3), 80–87.
Saputra, C. S., Qosyim, A., & Mahdiannur, M. A. (2023). PENSA E-JURNAL : PENDIDIKAN SAINS. PENSA E-JURNAL : PENDIDIKAN SAINS, 11(3), 243–249.
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.
Shandra, Y., & Movitaria, M. A. (2022). Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar Siswa Yosi Shandra 1 , Mega Adyna Movitaria 2. JURNALBASICEDU, 6(1), 692–699.
Solikah, M., & Novita, D. (2022). THE EFFECTIVENESS OF THE GUIDED INQUIRIES LEARNING MODEL ON THE CRITICAL THINKING ABILITY OF STUDENTS. Jurnal Pijar, 17(2), 184–191. https://doi.org/10.29303/jpm.v17i2.3276
Sunti, Annafi, N., & Perkasa, M. (2022). PERBANDINGAN HASIL BELAJAR SISWA MELALUI PENERAPAN MODEL THINK PAIR SHARE DAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DI SMAN 1 SOROMANDI. Jurnal Redoks : Jurnal Pendidikan Kimia Dan Ilmu Kimia, 5(2), 47–55.
Syaifuddin, S. S., & Martini. (2025). PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK SMP PADA MATERI SISTEM PERNAPASAN MANUSIA. SCIENCE : Jurnal Inovasi Pendidikan Matematika Dan IPA, 5(1), 375–384.
Wadhwa, W. (2018). Equity in learning. ASER, 2016–2018.
Widiastuti, W., & Kania, W. (2022). KEMAMPUAN BERFIKIR KRITIS DAN PEMECAHAN MASALAH. JURNAL PENDIDIKAN EKONOMI INDONESIA, 3(1), 259–264.
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Jurnal Paedagogy agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
