THE EFFECT OF THE GUIDED INQUIRY (GI) LEARNING MODEL ON ANALYTICAL THINKING AND COLLABORATION SKILLS OF 7TH GRADE JUNIOR HIGH SCHOOL STUDENTS IN SCIENCE LEARNING Alfiah Putri Chandra Pramudya, Annisa Nur Khasanah*, Supurwoko
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
*corresponding author, email : annisanurkhasanah[at]staff.uns.ac.id
Abstract
Alfiah Putri Chandra Pramudya. K4521003. Supervisor: Annisa Nur Khasanah, S.Pd., M.Pd. ^THE EFFECT OF GUIDED INQUIRY (GI) LEARNING MODEL ON ANALYTICAL THINKING AND COLLABORATION SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN SCIENCE LEARNING^.Thesis. Surakarta: Faculty of Teacher Training and Education. Sebelas Maret University. July 2025.
This study aims to determine the effect of the guided inquiry learning model on the analytical thinking skills of seventh-grade junior high school students in science learning in the 2024/2025 academic year. This research design uses quantitative research with quasi-experiments. The population of this study was 264 seventh-grade students of SMP Negeri 2 Gemolong, and one control class with 32 students and one experimental class with 32 students were taken. The data collection technique was a test with 10 essay questions to measure students^ analytical thinking skills. The test was carried out with a pretest and posttest. An observation sheet was used to measure students^ collaboration skills. The observation sheet was carried out by measuring each aspect of analytical thinking skills with a Likert scale with a value range of 1-4. Observations were carried out by 2 observers. The research instrument used was an instrument that had been validated by experts. The data analysis method used was the Kolmogorov-Smirnov Test to test normality, the Levene Test to test homogeneity, the Ancova Test to test hypotheses on analytical thinking skills and the Anova test to test hypotheses on collaboration skills. The results of the study show that the use of the Guided Inquiry learning model has an impact on students^ analytical thinking and collaboration skills. This result is proven by the results of the Ancova on the results of analytical thinking skills showing a sig. 0.000 < 0.05 which indicates that the Guided Inquiry learning model influences analytical thinking skills. In addition, the results of the Anova test on collaboration skills show a sig. 0.000 < 0.05 which indicates that the Guided Inquiry learning model influences collaboration skills. Based on the results of the study, the GI learning model can be used as a learning model in science learning carried out by teachers to improve students^ analytical thinking skills and collaboration skills.
