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Characters that grow among others: honesty, discipline, responsibility, caring, polite, cooperative, and independent
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Character re ected in the student activities for applying the guided inquiry model
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Keywords Character, guided inquiry, critical thinking
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INTRODUCTION Guided inquiry learning emphasis on the process of investigation
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The investigation of inquiry aimed at obtaining and getting information by observation or experiment
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The material on guided inquiry learning is not given directly to the students
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The student job is seeking and nding themselves the subject matter
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Teachers act as facilitators and mentors students to learn
-Unique
Guided inquiry learning model syntax s there are ve
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This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/)
researchgate.net
researchgate.net
or.nsfc.gov.cn
atlantis-press.com
atlantis-press.com
download.atlantis-press.com
bth.diva-portal.org
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le.upi.edu
pustaka.unpad.ac.id
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According to Sanaa (2008:202), which guided inquiry learning emphasizes the process of thinking critically
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Therefore, critical thinking ability are indispensable in solving problems or nding solutions
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The material used in this paper is population
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In addition the sum population of in the Kediri city unequal in every district
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Condition of population in Kediri city today will a ect the future
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The characters are: honesty, discipline, responsibility, caring, polite, cooperative, and independent
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Grade XI IPS 3 received treatment for the provision of guided inquiry learning model
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The instrument used in this research is the essay test with ve questions
-4 results
The data used in this research is quantitative
jimfeb.ub.ac.id
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digilib.unila.ac.id
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Data collected by giving the initial test (pre-test) and nal test (post- test)
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Di erence pre-test and post-test (gain score) was used to test the hypothesis
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Analysis of data using parametric inferential statistics
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Measurements include prerequisite test analysis and hypotheses test
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The prerequisite analysis test consists of normality and homogeneity test
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Findings Results prerequisite test analysis showed that the data were distributed normally and homogeneous
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Parts of critical thinking ability analysed from gain score
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The lowest indicator is gives a simple explanation of 1.76
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In general average gain score control increase in the is lower than experiment class
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Character is very important in education especially in Indonesia
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This stage there are indicators of critical thinking ability giving a simple explanation
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According to Suriasumantri (2003:29), people will think when he is in trouble
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In this indicator, gain score obtained was 2.3 and 7.13
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At this indicators, the students gather questionable reasons in the formulation of the problem
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The reasons are reinforced by data and facts
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The linkage that will be used to hypothesis test
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In a valid argument, a conclusion must be drawn logically
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In the last stage of guided inquiry learning model these two elements have manifested
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The main di erence between inquiry learning model and conventional there are three
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This process is at the stage of the hypothesis test and conclusion
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Cares is one character arising from students looking directly population problems in them environment
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Students also provide some solutions proposed to solve the problem
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Examples of the problem of unemployment in the district Kota of Kediri City
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Courtesy is characters needs to be continued in Indonesia
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Secondary data obtained by student with contacting the village head to get monographs
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Students work in groups ( ve people) to accomplish tasks together
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Characters that grow among others: honesty, discipline, responsibility, caring, polite, cooperative, and independent
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The indicators associated with the stage of formulating the problem and make hypotheses
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Bruce Jean, 1992, Teaching with Inquiry, Maryland: Alpha Publishing Company Inc
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Emily, 2009, Models of Teaching
iejme.com
en.wikipedia.org
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Model-model Pengajaran (Transl
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), Pustaka Pelajar, Yogyakarta
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Cleaf David Van, 1991, Action in Elementary Social Studies, Allyn and Bacon, Singapore
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How We Think, Health and Co, Washington
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A concept of critical thinking, Harvard Educational Review, vol
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Ennis Robert, Critical thinking and the curriculum, National Forum vol
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[9] Hasibuan and Moedjiono, Proses Belajar Mengajar, Bandung: PT Remaja Rosdakarya, 2010
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Peaget, Science of Education and The Psychology of The Child, New York: Wiley, 1986
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[13] Sanjaya Wina, Strategi Pembelajaran (Berorientasi Standar Proses Pendidikan), Jakarta: Prenada Media
Group, 2007
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[14] Sanjaya Wina, Kurikulum dan Pembelajaran, Jakarta: Prenada Media Group, 2008
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Suchman, the Elementary School Training Program in Scienti c Inquiry, Report to the
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S O ce of Education Project Tiltle VII
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Urbana: University of Illionis, 1962
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[17] Sumarmi, Model-model Pembelajaran Geogra
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Malang: Aditya Media Publishing, 2012
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Merill Publishing Company, 1973
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Suriasumantri, Ilmu dalam Perspektif
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Jakarta: Yayasan Obor Indonesia, 2003
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Advances in Social Science, Education and Humanities Research, volume 79 371
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La Ode Amaluddin Department of Geography Halu Oleo University Kendari, Indonesia Surdin Department of
Geography
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Characters that should be imparted to students in Indonesia contained in the standard of
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Teachers can build students character with using of learning models that includes character activities
-Unique
Guided inquiry learning model can improve critical thinking and growing the students character through
-Unique
The purpose of this paper discusses the e ect of guided inquiry model to the
-Unique
This research using quasi- experiment with two classes (experiment class and control class), after
-Unique
thinking ability to build the character of students in the subjects of geography with signi cant
-Unique
These activities include: formulating problems, develop hypotheses, collect data, test the hypotheses, and draw
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Experiments were doing aimed for nding answers to questions or formulation of the problem
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Scienti c question is the process of nd for information that is based on science
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According to Sumarmi (2012:24), the ask process in inquiry will encourage students to actively
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According to Bruce and Bruce (1992:61), guided inquiry teaches students to use the skills
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Cleaf (1991:190) also argued that guided inquiry is one of the strategies used in
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When search material the students become critical and analytical on any information obtained if
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Critical and analytical thinking process is done through a question and answer between teachers
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These stages include: formulating a problem, make hypotheses, collect data, test hypotheses, and draw
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The ve steps are carried out independently by students with little guidance or help
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According to Looi (1998:4), an important stage of guided inquiry are: making hypotheses, collect
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Through these stages, students are able to know the subject matter and can use
-Unique
Guided inquiry related to activities that focus on the looking for knowledge by students
-Unique
The process of critical 1st International Conference on Geography and Education (ICGE 2016) Copyright
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activities such as: solving problems, analysing assumptions, reasoning rationally, evaluate, doing investigation and
make
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Making decision stage, students will search, analyse, and evaluate information to make conclusions based
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Students who think critically will always nd and explain the relationship between the issues
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Critical thinking is a mental activity that involves the brain works at the complex
-Unique
The development of critical thinking skills is the integration of the various components of
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The better the development of these abilities, the better it will be to solve
-Unique
The author chose population material because that are in the real world and easily
-Unique
Students can observe and investigate directly the problems of population in them environment, such
-Unique
According to Kuhlthau, Maniotes, and Caspari (2007:4), inquiry connects directly between something learned with
-Unique
Characters emerge from the activities and the work of the students in guided inquiry
-Unique
Examples the independent characters appear as dominant students in learning activities that nd their
-Unique
The purpose of this paper discusses the e ect of guided inquiry model to critical
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METHOD The research using quasi experimental design with two classes (experimental class and control
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The research subject is students of grade XI Social s Science (IIS) Senior High School
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Grade XI IIS 3 selected as the experimental class and XI IIS 2 as
-Unique
Grade XI IPS 2 is subjected to conventional learning models (lectures, discussion, and also
-Unique
The instrument has been validated by the validator lecturer and has been tested in
-Unique
The results of trials carried out some testing instruments, there are: di culty level analysis,
-Unique
The purpose of a pre-test to determine the initial capability students critical thinking data
-Unique
Once completed the learning is do the post-test to obtain the nal data students
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Hypothesis test using independent sample t-test with SPSS 16.0 for Windows at a signi cance
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This result means that the gain score quali es to be analysed with parametric inferential
-Unique
The results research showed that there is e ect guided inquiry model to critical thinking
-Unique
The average value of each indicator of the critical thinking ability can be seen
-Unique
1 shows that every indicator of students critical thinking ability of experiment class has increased
-Unique
Indicators set the strategy and tactics in the experimental class is the greatest increase
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Set the strategy and tactics is an important part of critical thinking because it
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When the four indicators have been done properly and correctly, then the fth indicator
-Unique
In the control class every indicator of critical thinking ability done in the classroom
-Unique
Advances in Social Science, Education and Humanities Research, volume 79 368 It causes less
-Unique
The high increase indicator at control class is make inference in the amount of
-Unique
In the control class the basics of critical thinking ability less controlled by student
-Unique
Characters contained in the competency standard curriculum 2013 include: honesty, discipline, responsibility,
caring, polite,
-Unique
The application of guided inquiry learning model nuanced critical thinking able to build character,
-Unique
The activities also include the student worksheet, which consists of exercises and report the
-Unique
and make hypotheses stage, students become active thinking by directly confronts the issues to be
-Unique
Opinion of the above can be done with exposes students to the population problems
-Unique
The purpose directly exposes students to the problem is to attract the attention of
-Unique
For that, teacher need to look for problems that truly reveal the curiosities on
-Unique
Formulate the problem and make a hypothesis is the rst stage of implementation guided
-Unique
Teachers should be able to prepare the questions about the population problem is close
-Unique
According to Piaget (1970:13), using real experience the cognitive development of a person would
-Unique
The second stage, collect the data are indicators of critical thinking build basic skills
-Unique
belief or a form of knowledge that is taken for granted in light of the
-Unique
The third stage hypothesis test, there are indicators of critical thinking in the form
-Unique
The indicator shows the relationship between the common elements of the theory and reality
-Unique
According to Chance (1986:6) critical thinking is the ability to analyse the facts, give
-Unique
The fourth stage, draw conclusions re ect one of the indicators of critical thinking is
-Unique
According to Ennis (1985:102) there are six basic elements in critical thinking, namely: focus,
-Unique
Based on this opinion can be explained that one of the stages of critical
-Unique
Based on the above explanation that every phase of guided inquiry can train students
-Unique
Critical thinking ability will not develop properly if there is no desire of the
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The teacher function as a facilitator and motivator very important in teaching the thinking
-Unique
Unlike the case with the learning condition control class that uses lecture learning methods
-Unique
Application lecture method causes the students tend to passively acquire information or knowledge from
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The knowledge obtained by the students is very limited and students feel bored because
-Unique
According to Hasibuan and Moedjiono (2010:13), lecture method which is a way of delivering
-Unique
Second, the teacher stimulates inquiry model with questions raises problems, while in a conventional
-Unique
Third, the inquiry model connects directly between the material and facts on the eld,
-Unique
Characters emerge from the activities and the work of the students in guided inquiry stage
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Honestly re ected in the collection population data around the residence of students and not
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Discipline characters in collecting reports and working on student worksheet in accordance with the
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There are ve issues according to indicators of critical thinking in Worksheet 1 and
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(2007:215), one of the stages of guided inquiry is to collect data contains activities capturing
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because building intellectual skills, make questions, and nd out the answers that originated from their
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Responsibility characters is seen when a group of students present and defend what is
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Students accountable scienti cally in accordance with the search process the data and linking these
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According to Saunders and Shepardson (1987:45), guided inquiry can improve problem solving skills, critical
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According to Suchman (1962:102), inquiry learning model can train students to investigate and explain
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Care character is re ected in the article/report student nuanced critical thinking in the form
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These problems are considered students as something that is inappropriate and should be resolved
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According to Chiras (1992:464), critical thinking is important that students have the ability to
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regulations that have been and will be established in order to employ local residents in
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In addition, the government provides capital loans to help small businesses, as well as
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Courtesy characters visible when a group of students conducted interviews with people to collect
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Primary data was collected by students direct interview people in the category experienced
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Communication directly with people teach students to apply courtesy character to be accepted by
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Cooperation re ected when groups of students work on worksheets 2 which includes measures of
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Assessment was also made by the head of the group so that no member
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Independent character visible from all stages of guided inquiry for knowledge developed by the
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According to Kuhlthau, Maniotes, and Caspari (2007:37) one of the advantages of using guided
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build the character that is re ected in the stages and results of students critical thinking
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Suggestions Suggestions can be submitted related to this research on the process of training
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Teachers should develop students critical thinking ability, in order to put more emphasis on
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If students are familiar with contextual issues, it will be used to formulate the
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Chance, 1986, Thinking in the Classroom: A Survey of Programs, Teachers College, Columbia University,
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Teaching critical thinking skill in the biology and environmental science classrooms, The American Biology
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Caspari Ann, Guided Inquiry Learning In The 21st Century, US: Library of Congress Cataloging
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Shepardson, A comparison of concrete andformal science instruction upon science achievement and reasoning
ability
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Advances in Social Science, Education and Humanities Research, volume 79 370 [18] Sund and
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and Martins, Critical thinking: conceptual clari cation and its importance in science education, Science Education
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The E ect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject Desi Nurul Hidayati Department of Geography Halu Oleo University Kendari, Indonesia Corresponding email: desi_nurhy12@yahoo.com La Ode Amaluddin Department of Geography Halu Oleo University Kendari, Indonesia Surdin Department of Geography Halu Oleo University Kendari, Indonesia Abstract Character is an important thing to consider in education. Characters that should be imparted to students in Indonesia contained in the standard of competence in 2013 curriculum. Teachers can build students character with using of learning models that includes character activities and critical thinking. Guided inquiry learning model can improve critical thinking and growing the students character through activities in a syntax s. The purpose of this paper discusses the e ect of guided inquiry model to the critical thinking ability to build the students character in geography matter. This research using quasi- experiment with two classes (experiment class and control class), after that data is tested using independent sample t-test. The results showed that there is in uence of
guided inquiry model to the critical thinking ability to build the character of students in the subjects of geography with signi cant value 0.00. Characters that grow among others: honesty, discipline, responsibility, caring, polite, cooperative, and independent. Character re ected in the student activities for applying the guided inquiry model. These activities include: formulating problems, develop hypotheses, collect data, test the hypotheses, and draw conclusions. Keywords Character, guided inquiry, critical thinking I. INTRODUCTION Guided inquiry learning emphasis on the process of investigation. The investigation of inquiry aimed at obtaining and getting information by observation or experiment. Experiments were doing aimed for nding answers to questions or formulation of the problem by using critical thinking ability and logical. The investigation is the process of asking and
nding out the answers to the scienti c questions while student make. Scienti c question is the process of nd for information that is based on science or existing theories. According to Sumarmi (2012:24), the ask process in inquiry will encourage students to actively explore something that form a comprehensive knowledge. The material on guided inquiry learning is not given directly to the students. The student job is seeking and nding themselves the subject matter. Teachers act as facilitators and mentors students to learn. According to Bruce and Bruce (1992:61), guided inquiry teaches students to use the skills process, attitudes, and knowledge of rational thinking. Cleaf (1991:190) also argued that guided inquiry is one of the strategies used in the classroom process oriented. When search material the students become critical and analytical on any information obtained if it does not correspond to their reasoning. Critical and analytical thinking process is done through a question and answer between teachers and students. Guided inquiry learning model syntax s there are ve. These stages include: formulating a problem, make hypotheses, collect data, test hypotheses, and draw conclusions. The ve steps are carried out independently by students with little guidance or help from the teacher. According to Looi (1998:4), an important stage of guided inquiry are: making hypotheses, collect data, test hypotheses, and draw conclusions. Through these stages, students are able to know the subject matter and can use them potential. Guided inquiry related to activities that focus on the looking for knowledge by students that are useful for developing critical thinking skills. The process of critical 1st International Conference on Geography and Education (ICGE 2016) Copyright © 2017, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 79 367 thinking are mental activities such as: solving problems, analysing assumptions, reasoning rationally, evaluate, doing investigation and make a decision. Making decision stage, students will search, analyse, and evaluate information to make conclusions based on facts. According to Sanaa (2008:202), which guided inquiry learning emphasizes the process of thinking critically. Students who think critically will always nd and explain the relationship between the issues discussed with other relevant experience. Critical thinking is a mental activity that involves the brain works at the complex level and use the analysis and evaluation process.
Therefore, critical thinking ability are indispensable in solving problems or nding solutions. The development of critical thinking skills is the integration of the various components of development capabilities, such as: observation, analysis, reasoning, judgment, make decision, and persuasion. The better the development of these abilities, the better it will be to solve the problems. According to Ennis (1962:8), critical thinking is a way of thinking re ectively based reasoning. The material used in this paper is population. The author chose population material because that are in the real world and easily observed. Students can observe and investigate directly the problems of population in them environment, such as: Kediri growth population increase continuously. In addition the sum population of in the Kediri city unequal in every district. Condition of population in Kediri city today will a ect the future. According to Kuhlthau, Maniotes, and Caspari (2007:4), inquiry connects directly between something learned with the real world. Characters emerge from the activities and the work of the students in guided inquiry stage s nuanced critical thinking. The characters are: honesty, discipline, responsibility, caring, polite, cooperative, and independent. Examples the independent characters appear as dominant students in learning activities that nd their own knowledge. According to Vieira, Tenreiro, and Martins (2011:44) thinking critically important for the students future to face the challenges in life and their work. The purpose of this paper discusses the e ect of guided inquiry model to critical thinking ability to build the students character in geography subject. II. METHOD The research using quasi experimental design with two classes (experimental class and control
class). The research subject is students of grade XI Social s Science (IIS) Senior High School State 3 Kediri in 2014/2015 academic year consisting of three classes. Grade XI IIS 3 selected as the experimental class and XI IIS 2 as control class. Grade XI IPS 3 received treatment for the provision of guided inquiry learning model. Grade XI IPS 2 is subjected to conventional learning models (lectures, discussion, and also question and answer). The instrument used in this research is the essay test with ve questions. The instrument has been validated by the validator lecturer and has been tested in grade of XII IIS 1. The results of trials carried out some testing instruments, there are: di culty level analysis, di erent power, validity, and reliability. The data used in this research is quantitative. Data collected by giving the initial test (pre-test) and nal test (post- test). The purpose of a pre-test to determine the initial capability students critical thinking data in experimental class and control class implemented before receiving the subject matter from teacher. Once completed the learning is do the post-test to obtain the nal data students critical thinking ability of each class. Di erence pre-test and post-pre-test (gain score) was used to pre-test the hypothesis. Analysis of data using parametric inferential statistics. Measurements include prerequisite pre-test analysis and hypotheses pre-test. The prerequisite analysis pre-test consists of normality and homogeneity pre-test. Hypothesis pre-test using independent
sample t-test with SPSS 16.0 for Windows at a signi cance level of 0.05. III. FINDINGS AND DISCUSSION A. Findings Results prerequisite test analysis showed that the data were distributed normally and homogeneous. This result means that the gain score quali es to be analysed with parametric inferential statistics. The results research showed that there is e ect guided inquiry model to critical thinking ability in the senior high school geography subject with a signi cance value of 0.00. Parts of critical thinking ability analysed from gain score. The average value of each indicator of the critical thinking ability can be seen in Table 1. TABLE 1 AVERAGE STUDENTS VALUE FOR INDICATORS CRITICAL THINKING ABILITY Indicators Critical Thinking Ability Item Test Numbe r Average Value Students Experiment Class Control Class Pre test Post test Gain Score Pre test Post test Gain Score
Give a simple explanation 1 7,62 9,75 2,13 7,20 8,97 1,76 Build basic skills 2 12,38 14,68 2,30 11,42 13,39 1,97 Make inference 3 12,60 19,73 7,13 12,13 17,81 5,69 Further explanation 4 14,13 18,27 4,13 12,75 17,38 4,63 Set the strategy and tactics 5 10,13 24,53 14,4 12,6 17,11 4,51 Table 1 shows that every indicator of students critical thinking ability of experiment class has increased better than the control class. Indicators set the strategy and tactics in the experimental class is the greatest increase (14.4) compared to other indicators. Set the strategy and tactics is an important part
of critical thinking because it is used as a basis to help students make the decision to solve the problem. When the four indicators have been done properly and correctly, then the fth indicator would easily do the students. In the control class every indicator of critical thinking ability done in the classroom without going through the process of investigation. Advances in Social Science, Education and Humanities Research, volume 79 368 It causes less students can the strategies and tactics to population problems in the environment. The high increase indicator at control class is make inference in the amount of 5.69 point. The lowest indicator is gives a simple explanation of 1.76. In general average gain score control increase in the is lower than experiment class. In the control class the basics of critical thinking ability less controlled by student because for getting that ability need
active in questioning and investigating. Character is very important in education especially in Indonesia. Characters contained in the competency standard curriculum 2013 include: honesty, discipline, responsibility, caring, polite, environment awareness, mutual aid, cooperation, peace-loving, responsive, pro-active, and independent. The application of guided inquiry learning model nuanced critical thinking able to build character, there are: honest, discipline, responsibility, caring, polite, cooperative, and independent. Guided inquiry activities includes the step of formulating the problem,
make hypotheses, collect data, test hypotheses, and draw conclusions. The activities also include the student worksheet, which consists of exercises and report the ndings in accordance with the format provided the author. B. Discussion The E ect of Guided Inquiry to Students Critical Thinking Ability Formulate problems and make hypotheses stage, students become active thinking by directly confronts the issues to be resolved. This stage there are indicators of critical thinking ability giving a simple explanation. According to Suriasumantri (2003:29), people will think when he is in trouble.
Opinion of the above can be done with exposes students to the population problems that occurred in Kediri City. The purpose directly exposes students to the problem is to attract the attention of students and explore their curiosity. For that, teacher need to look for problems that truly reveal the curiosities on students so that they are motivated to learn. Formulate the problem and make a hypothesis is the rst stage of implementation guided inquiry learning model. Teachers should be able to prepare the questions about the population problem is close to student environment. According to
Piaget (1970:13), using real experience the cognitive development of a person would be better than just using the language to communicate. The second stage, collect the data are indicators of critical thinking build basic skills and make inferences. In this indicator, gain score obtained was 2.3 and 7.13. At this indicators, the students gather questionable reasons in the formulation of the problem. The reasons are reinforced by data and facts. According to Dewey (1990:9), critical thinking is active considered, persistent, and careful about a belief or a form of knowledge that is taken for granted in light of the reasons which support it and the conclusions advanced into trends. The third stage hypothesis test, there are indicators of critical thinking in the form of further explanation. The indicator shows the relationship between the common elements of the theory and reality and analyse the
facts. The linkage that will be used to hypothesis test. According to Chance (1986:6) critical thinking is the ability to analyse the facts, give ideas, defend opinions, and solve problems. The fourth stage, draw conclusions re ect one of the indicators of critical thinking is to evaluate the arguments. Conclusions drawn by the statements given earlier (hypothetical). In a valid argument, a conclusion must be drawn logically. According to Ennis (1985:102) there are six basic elements in critical thinking, namely: focus, reason, conclusion, situation, clarity, and reviews. Based on this opinion can be explained that one of the stages of critical thinking that conclusion and reviews. In the last stage of guided inquiry learning model these two elements have manifested. Based on the above explanation that every phase of guided inquiry can train students to think critically. Critical thinking ability will not develop properly if there is no desire of the student. The teacher function as a facilitator and motivator very important in teaching the thinking of students. Unlike the case with the learning condition control class that uses lecture learning methods with variation question and answer and also discussion groups. Application lecture method causes the students tend to passively acquire information or knowledge from the teacher. The knowledge obtained by the students is very limited and students feel bored because the activity is teacher centered. According to Hasibuan and Moedjiono (2010:13), lecture method which is a way of delivering a lesson material with verbal communication and less suitable for the formation of student attitudes. The main di erence between inquiry learning model and conventional there are three. First, the time spent in inquiry learning longer to conduct
an investigation, while the conventional model nothing. Second, the teacher stimulates inquiry model with questions raises problems, while in a conventional classroom directly explained the material. Third, the inquiry model connects directly between the material and facts on the eld, while the conventional classes provide a general description. The E ect of Guided Inquiry to Critical Thinking Ability for Build Students Character Characters emerge from the activities and the work of the students in guided inquiry stage nuanced critical thinking, such as: honesty, discipline, responsibility, caring, polite, cooperative, and independent. Honestly re ected in the collection population data around the residence of students and not fully supervised by the teacher. Discipline characters in collecting reports and working on student worksheet in accordance with the speci ed time teachers. There are ve issues according to indicators of critical thinking in Worksheet 1 and one report that overall the students collected timely. Advances in Social Science, Education and Humanities Research, volume 79 369 According to Sanjaya (2007:215), one of the stages of guided inquiry is to collect data contains activities capturing information (data and facts) to test the hypothesis. According to Bruce, Joyce, Marsha, and Emily (2009:145), inquiry make students active and discipline because building intellectual skills, make questions, and nd out the answers that originated from their curiosity.
Responsibility characters is seen when a group of students present and defend what is written or discovered to another group. This process is at the stage of the hypothesis test and conclusion. Students accountable scienti cally in accordance with the search process the data and linking these data with the knowledge that already exists. According to Saunders and Shepardson (1987:45), guided inquiry can improve problem solving skills, critical thinking, explain the data, and understand the concepts. According to Suchman (1962:102), inquiry learning model can train students to investigate
and explain the process. Cares is one character arising from students looking directly population problems in them environment. Care character is re ected in the article/report student nuanced critical thinking in the form of explanation problems. These problems are considered students as something that is inappropriate and should be resolved there. Students also provide some solutions proposed to solve the problem. According to Chiras (1992:464), critical thinking is important that students have the ability to analyse and solve a problems they will face in life. Examples of the problem of unemployment in the district Kota of Kediri City. E orts to resolve it is by the way the mayor gave to the factory regulations that have been and will be established in order to employ local residents in advance. In addition, the government provides capital loans to help small businesses, as
well as related executive government that do counselling entrepreneurs. Courtesy is characters needs to be continued in Indonesia. Courtesy characters visible when a group of students conducted interviews with people to collect primary and secondary data. Primary data was collected by students direct interview people in the category experienced a population problems. Secondary data obtained by student with contacting the village head to get monographs. Communication directly with people teach students to apply courtesy character to be accepted by the community. Cooperation re ected when groups of students work on worksheets 2 which includes measures of inquiry from start to nish. Students work in groups ( ve people) to accomplish tasks together. Assessment was also made by the head of the group so that no member don t work. Independent character visible from all stages of guided inquiry for knowledge developed by the students. According to Sund and Trowbridge (1973:2), which guided inquiry prepares students to conduct their own experiments. According to Kuhlthau, Maniotes, and Caspari (2007:37) one of the advantages of using guided inquiry made independent student research and learning. IV. CONCLUSIONS AND SUGGESTIONS A. Conclusions The results research showed that there is e ect of guided inquiry model of build the character that is re ected in the stages and results of students critical thinking in geography lesson in senior high school. Characters that grow among others: honesty, discipline, responsibility, caring, polite, cooperative, and independent. B. Suggestions Suggestions can be submitted related to this research on the process of training critical thinking skills, students are still di culties on the indicator gives a
simple explanation. The indicators associated with the stage of formulating the problem and make hypotheses. Teachers should develop students critical thinking ability, in order to put more emphasis on these indicators by showing the contextual issues. If students are familiar with contextual issues, it will be used to formulate the problem and make hypotheses. REFERENCES [1] C. Bruce, William, and K. Bruce Jean, 1992, Teaching with Inquiry, Maryland: Alpha Publishing Company Inc. [2] Bruce, Joyce, W. Marsha, and C. Emily, 2009, Models of Teaching. Model-model Pengajaran (Transl.), Pustaka Pelajar, Yogyakarta. [3] P. Chance, 1986, Thinking in the Classroom: A Survey of Programs, Teachers College, Columbia University, New York. [4] D. Chiras Daniel, 1992. Teaching critical thinking skill in the biology and environmental science classrooms, The American Biology Teacher, vol. 54, pp. 450-465. [5] W. Cleaf David Van, 1991, Action in Elementary Social Studies, Allyn and Bacon, Singapore. [6] Dewey John, 1990. How We Think, Health and Co, Washington D.C. [7] H. Ennis Robert, 1962. A concept of critical thinking, Harvard Educational Review, vol. 32, pp. 81-111. [8] H. Ennis Robert, Critical thinking and the curriculum, National Forum vol. 65, pp. 28-31, 1985. [9] Hasibuan and Moedjiono, Proses Belajar Mengajar, Bandung: PT Remaja Rosdakarya, 2010. [10] C. Kuhlthau Carol, L. K. Maniotes, and K. Caspari Ann, Guided Inquiry Learning In The 21st
Century, US: Library of Congress Cataloging in Publication Data, 2007. [11] C. K. Looi, Interactive learning environments for promoting inquiry learning, Journal of Educational Technology Systems, vol. 27, pp.3-22, 1998. [12] J. Peaget, Science of Education and The Psychology of The Child, New York: Wiley, 1986. [13] Sanjaya Wina, Strategi Pembelajaran (Berorientasi Standar Proses Pendidikan), Jakarta: Prenada Media Group, 2007. [14] Sanjaya Wina, Kurikulum dan Pembelajaran, Jakarta: Prenada Media Group, 2008. [15] W. L. Saunders and D. Shepardson, A comparison of concrete andformal science instruction upon science achievement and reasoning ability of sixth grade students, Journal of Researchin Science Teaching, vol. 24, pp. 39-51, 1987. [16] R. J. Suchman, the Elementary School Training Program in Scienti c Inquiry, Report to the U.S O ce of Education Project Tiltle VII. Urbana: University of Illionis, 1962. [17] Sumarmi, Model-model Pembelajaran Geogra . Malang: Aditya Media Publishing, 2012. Advances in Social Science, Education and Humanities Research, volume 79 370 [18] Sund and Trowbridge, Teaching Science by Inquiry in the Secondary School. Columbus: Charles E. Merill Publishing Company, 1973. [19] S. J. Suriasumantri, Ilmu dalam Perspektif. Jakarta: Yayasan Obor Indonesia, 2003. [20] R. M. Vieira, C. Tenreiro-Vieira, I. P. and Martins, Critical thinking: conceptual clari cation and its importance in science education, Science Education
