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Submitted
September 21, 2021
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September 21, 2021
Published
September 21, 2021
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Abstract

ABSTRAK

 

Penelitian ini bertujuan untuk mengetahui karakteristik LKPD dan mengetahui kelayakan LKPD menggunakan model pembelajaran inkuiri terbimbing untuk melatihkan keterampilan berpikir kritis pada siswa SMA di kota Bengkulu. Penelitian ini merupakan penelitian dan pengembangan (R&D) menggunakan model pengembang 3D (define, design, develop) yang dimodifikasi dari model 4D. Pengembangan ini menghasilkan karakteristik LKPD memiliki judul, petunjuk belajar, kompetensi dasar,informasi pendukung, tugas pendahuluan, kegiatan praktikum mengandung tahapan inkuiri terbimbing dan indikator berpikir kritis. Pada tahap validasi, lembar kerja peserta didik divalidasi oleh 3 validator. Kelayakan pengembangan LKPD dapat dilihat hasil dari validasi ahli yang menunjukkan bahwa lembar kerja peserta didik sangat layak digunakan dengan persentase sebesar 80%. Persentase tersebut merupakan rata-rata aspek penyajian sebesar 85%, aspek isi sebesar 78%, aspek kebahasaan sebesar 81%, aspek inkuiri terbimbing  sebesar 77%, aspek keterampilan berpikir kritis sebesar 76%. Dengan demikian, LKPD  yang telah dikembangkan menggunakan model pembelajaran inkuiri terbimbing untuk melatihkan keterampilan berpikir kritis siswa SMA di kota Bengkulu layak digunakan dalam kegiatan praktikum. 

 

Kata kunci : LKPD, Inkuiri Terbimbing, Berpikir Kritis

 

ABSTRACT

 

This study was aimed to determine the characteristics of LKPD and the feasibility of LKPD used the guided inquiry learning model to practice critical thinking skills in high school students in Bengkulu city. This study was a research and development (R&D) using a 3D research model (define, design, develop) modified from the 4D model. This development resulted in the characteristics of LKPD having the title, study instructions, basic competencies, supporting information, preliminary tasks, practical activities containing the stages of guided inquiry and indicators of critical thinking. At the validation stage, the student worksheet was validated by 3 validators. The feasibility of developing LKPD can be seen from the results of expert validation which showed that the student worksheets were very feasible to use with a percentage of 80%. This percentage was the average presentation aspect by 85%, the content aspect is 78%, the linguistic aspect is 81%, the guided inquiry aspect is 77%, the critical thinking skill aspect is 76%. Thus, the LKPD that has been developed using the guided inquiry learning model to train the critical thinking skills of high school students in Bengkulu city is appropriate for use in practicum activities.

 

Keywords: LKPD, Guided Inquiry, Critical Thinking

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