Validity Analysis of Guided Inquiry Based on Mind Mapping Learning Model (Gi-Mm) to Increase High School Students’ Critical Thinking Ability

Eska Perdanawati Kahar Putri, Baharuddin Hamzah, Siti Nuryanti, Afadil .


This study aimed to obtain models and learning tools for the Mind Mapping (GI-MM) model. This study used Research and Development study which refers to the steps by Borg and Gall. The results showed that the results of the development of the GI-MM model and learning model were reliable to be used in high school chemistry learning of the reaction rate with the following results: The relevance of the GI-MM model of 81.27 (valid), the consistency of the GI-MM model pf 81.43 (valid), observation sheet of GI-MM model implementation of 1.00 (very valid), Learning Implementation Plan (RPP) of 3.33 (valid), Student Worksheet (LKPD) of 3.67 (very valid), student activity observation sheet of 0.95 (very valid), student questionnaire response pf 1.00 (very valid), rubric of students' critical thinking ability of 1.00 (very valid), and items of students' critical thinking ability test of 0.96 (very valid).

Keywords: Guided Inquiry Learning Model, Mind Mapping (GI-MM), Critical Thinking Ability, High School Students

DOI: 10.7176/JEP/10-36-22

Publication date: December 31st 2019

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