THE DIFFERENCES OF STUDENT’S ACHIEVEMENT AND CRITICAL THINKING BY IMPLEMENTING PROBLEM BASEDLEARNING (PBL) AND GUIDED INQUIRY LEARNING ON STOICHIOMETRY TOPIC

The objective of this research is to know the difference of problem based
learning model and guided inquiry learning model toward student’s achievement
and critical thinking. This research was conducted in SMA N 1 Sidikalang on the
even semester. The sample of this research are the students in grade X which
consist two classes, one class as experimental class I taught by PBL model and the
other as experimental class II taught by guided inquiry learning model. The
research instrument in this research are 20 multiple choice questions from 40
questions that have validated. Before hypothesis test, the data of research had
been analyzed by using normality test and homogeneity test, which is shown that
data gain are normal distributed and homogenous. Based on hypothesis test of
hypothesis I using t-test was gotten value of significancecount (0,015) < significant
level (0.05), so the Ha1 is accepted and Ho1 is rejected. It means that student’s
achievement that taught by implementing Guided Inquiry Learning is higher than
student’s achievement that is taught by implementing PBL on stoichiometry topic.
In hypothesis test of hypothesis II using t-test was gotten value of significancecount
(0,030) < significant level (0.05), so the Ha2 is accepted and Ho2 is rejected. It
means that there is differences in student’s critical thinking that taught by
implementing PBL model with student’s critical thinking that is taught by
implementing Guided Inquiry learning model on stoichiometry topic.