Pengaruh Model Pembelajaran Guided Inquiry dengan Media Edpuzzle Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa SMA

Abstract

This study was motivated by the low level of critical thinking ability among students, which is attributed to a lack of innovative learning experiences in the classroom. This situation arises because teachers have not yet widely adopted instructional models that encourage students to think critically, resulting in poor student learning outcomes, both cognitively and affectively. This study aims to analyze the effect of the guided inquiry learning model assisted by Edpuzzle media on the critical thinking ability and biology learning outcomes of high school students. This study uses a quantitative approach with a quasi-experimental design and a nonequivalent control group design. The research subjects were 10th-grade students at MAN 2 Jember during the odd semester of the 2025/2026 academic year, divided into two groups: an experimental class treated with the guided inquiry model supported by Edpuzzle and a control class using conventional instruction. Data collection was conducted through pretests and posttests for critical thinking ability and cognitive learning outcomes, as well as observation sheets for affective learning outcomes. The research results showed that the significance values for cognitive learning outcomes were 0.000 (<0.05), for affective learning outcomes were 0.000 (<0.05), and for critical thinking ability were 0.000 (<0.05), indicating a significant effect on all variables. Thus, it can be concluded that the guided inquiry learning model using Edpuzzle is effective in improving students’ critical thinking ability and biology learning outcomes.

Keywords: critical thinking, edpuzzle, guided inquiry, learning outcomes