Implementation of Guided Inquiry Learning with Scaffolding Strategy to Increase Critical Thinking Skills of Biology Students' Based on Lesson Study

Abstract

The aims of this study were to describe the application of guided inquiry with a scaffolding strategy based on lesson study to improve critical thinking skills. This type of research is classroom action research. The results showed that guided inquiry with a scaffolding strategy based on lesson study can improve critical thinking skills. Guided inquiry is an inquiry learning model that actively involves students in the learning process directly and improves mastery of concepts. Scaffolding is learning in which students are given a number of assistance during the early stages of learning and then reduce assistance slowly and give responsibility to students to carry out the specified learning. Lesson Study can reflect the teaching and learning process in the classroom and has the potential to build a learning community in schools that results in improvements in the learning process and increases teacher knowledge that focuses on students and the material taught. The results showed that guided inquiry with a scaffolding strategy based on lesson study can improve critical thinking skills in applying indicators from cycle I to cycle II around 27.5%, analysing from cycle I to cycle II around 15%, using data from cycle I to cycle II around 15% and synthesized from cycle I to cycle II around 25%. It is hoped that further research will apply other models to improve critical thinking skills.