GUIDED INQUIRY BASED STUDENTS ’ WORKSHEET TO GROW STUDENTS ’ CRITICAL THINKING AND COMMUNICATION SKILLS

Weak learning process is one of the problems in education. Therefore, to create the ideal learning process, interactive teaching materials are needed to make student-centered learning.This study aims to describe and analyze teacher and student responses to the development of guided inquiry students worksheets, as well as see their effectiveness in growing critical thinking skills and student communication skills. The research method used is the Mix method with Research and Development type. The instrument used in the form of a feasibility questionnaire and tests of critical thinking skills and communication skills. Based on the research results obtained that the development of worksheets got very valid results from the validators, got very good responses from teachers and students and proven able to foster critical thinking and communication skills.

The ability to think critically is very important to be developed because it will be useful in student life after school. But the present reality, the ability of high school students in critical thinking is still low [5], [6]. In general, the learning process in Indonesia does not encourage students to think critically. One of the causes of the low quality of students' thinking today is the assumption that students' thinking abilities will automatically develop after students studied all subject, and critical thinking will be taught at advanced education [7]- [9]. The learning process should force students to always think critically, in order to produce valuable and more enjoyable learning experiences [7]- [9]. The selection of appropriate methods in learning physics is very necessary to improve students' understanding of the material being taught, and also be able to foster critical thinking skills. So that it can improve student learning outcomes.
Based on the results of preliminary research identified that 80% of teachers stated that learning in schools had not been able to foster critical thinking skills in students. That is because in learning still tends to be centered on the teacher (teacher centered) and dominated by the lecture method. Communication skills can be used as indicators the improvement in the quality of student learning processes and involve the exchange of ideas, opinions and information with specific and objectives. 80% of student worksheets used by students are student worksheets from publishers, while only 20% of worksheets are developed by the teachers. These results indicate that there are still many teachers who have not developed their own worksheets for a variety of reasons, one of which is time constraints and practical issues.
Based on these problems, we need a learning model and worksheet that can make students think more critically. Especially worksheets that can increase student involvement in learning activities [7]. One of the factors that determine success in growing students' critical thinking skills is the ability to choose and use the right learning model [7].
The selection of learning models applied is expected to be able to develop and even improve students' critical thinking skills. One learning model that can shape critical thinking skills is inquiry [7], [10]. In inquiry learning, students not only act as recipients of learning through verbal explanation from the teachers, but also play a role to find the core the problems and literature review, the researcher developed a guided Inquiry based worksheet on static fluid lessons as a means to foster critical thinking skills and the communication skills of high school students.

METHOD
The type of research used is Research and Development (R&D) with the Borg and Gall development model which is oriented to developing and validating products used in education [7].This study used a mixed method, which is a research approach that combines or links quantitative and qualitative research methods. The study was conducted at bandar 9 high school in Lampung, the research subjects were students of class XI IPA(Natural Sciences) and physics teachers.
The steps in the Borg and Gall development model consist of ten steps: 1) Research and information collecting, 2) planning, 3) develop preliminary form a product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination and implementation).The sampling technique was purposive sampling, which is a random sampling system using a lottery or random number table.
The instruments used in this study were tests and non-tests, non-test instruments in the form of a questionnaire [7]- [9]. The test is used to collect data about the ability of research subjects [7]- [9].In the experimental class using guided inquiry student worksheets and in the control class using conventional student worksheets. Data collection through pretest-posttest, using tests of critical thinking skills and student communication skills questionnaire [7]- [9]. The test given to measure the ability to think critically is a test of static fluid material [7]. Data collection using questionnaires, observation and interviews [7].

RESULT AND DISCUSSION
This research produced a guided inquiry-based student worksheet. The initial design of the product included a cover that was made as attractive as possible, illustrated the contents of the student worksheet and displayed the identity of the student worksheet, and to foster critical thinking skills and student learning communication.

Validation Result
Before being tested on students, the product is validated by material and design experts to determine the product's suitability. From the results of this expert evaluation, the level of validity of the worksheet is calculated, and can be seen in Table 1. The following is a graph of the percentage of results of design/media validation.

Indonesian Journal of Science and Mathematics Education
Guided Inquiry Based Students' ….  The results of the validation on the guided inquiry from design validator are obtaining a percentage of 72% on the performance aspects of the worksheet, 75% on the content aspects of the worksheet, 76% on the aspects of the worksheet criteria, so that according to the design validator's assessment and suggestions the average overall percentage of all aspects are valid for use with a percentage of 74%. Furthermore, the data validator results can be seen in table 2. The following is a graph of the percentage of material validation results. Based on the results of the validation from the material validator obtained a percentage of 74% in the aspect of content quality, 83% in the aspect of accuracy, 80% in the aspects of the guided inquiry component, 80% in the aspect of illustration, and 70% in the aspect of evaluation. So, the average percentage is 77% with a decent category. Furthermore, the data of the design validation can be seen in table 3.  This is the percentage graph of validation results:

Figure 3. Percentage Graph of Validation Results
Based on the results of the validation by the design validator, a percentage of 83% was obtained in the aesthetic aspect, 100% in the safety aspect, 88% in the aspect of the efficient use of the equipment, 94% in the aspect of storage box, and 98% in the life time aspect. So, the average percentage of design assessment is very feasible to use with a percentage of 98%.

Trial Results
The results of trials conducted by experts (physics teacher) showed an excellent interpretation of the results with a percentage of 87%, and the aspects measured were the appearance of student worksheets, usage, instructions, suitability of images, suitability of concepts, language, and content delivery. So based on these results, this guided inquirybased student worksheet can be used with a very good feasibility level. The results of small group trials with 10 respondents were 87% with very good criteria. The results show that the guided inquiry-based student worksheet was very well received by students to be used as independent learning material. The results of student responses revealed that students needed student worksheets, containing interesting images, exam exercises to improve critical thinking and communication, content summary, instructions, practical simulations, and easy to use without any time limit. The results of student responses can be seen in Table 6  The display of student worksheets is interesting and practical 84% Very Good 2 The display of student worksheets matches the age and mindset of students  Table 6 explains that in the field trial, students gave very good responses related to the results of the development of guided inquiry-based student worksheets. They found that guided inquiry-based student worksheets were interesting and easy to use and were appropriate for their age and their mindset. That is because the guided inquiry-based student worksheet is a guide that can facilitate students in understanding the concepts of the lesson.
The guided inquiry-based student worksheet consists of: title, basic competencies, learning objectives, formulating problems, hypotheses, tools and materials, experimental steps, observation tables, data analysis, and conclusions. After the product is validated, the suggestion and comment data are then taken into consideration and the basis for making improvements. Improvement of student worksheet components aims to reduce the fundamental errors of the product. In general, the results of validation for Student Worksheets are categorized as good, which means that the student worksheet developed are feasible to use. Furthermore, the product is tested on students, the trials carried out are shown in tables 5 and 6. The table shows that the average response of students to the trial is very good to be used in learning.

Indonesian Journal of Science and Mathematics Education
Guided Inquiry Based Students' …. The guided inquiry-based student worksheet that has been developed provides alternative learning strategies that are innovative, constructive, and student-centered, focusing on the achievement of competencies. The components in the worksheet are expected to create an atmosphere of learning that is interactive, inspiring, fun, challenging, motivates students to actively participate, and provides sufficient space for initiative, creativity, and independence in accordance with their talents, interests, physical and psychological development. The student worksheet that is developed also becomes a quality curriculum document, because it has passed the validation and trial stages, so that it is appropriate for students to use.
Based on the results of previous studies one of the things that need to be considered in conducting learning is teaching material, teaching material that will support learning process to be better [12]- [14]. Quality teaching materials will help learning become more efficient and provide quality results, because teaching materials are the main source of gaining knowledge. Teaching materials have been developed and applied in previous studies to improve learning outcomes [15]- [19]. In this study, researchers analyzed physics teaching materials in the form of guided inquiry-based student worksheet that had passed the validation stage by experts, and trials on teachers and students. The final result obtained is a guided inquiry-based student worksheet with decent quality and very well used as an independent learning material especially in physics in high school. In addition, through the development of guided inquiry-based student worksheets, we also know the effectiveness of guided inquiry worksheets that can foster critical thinking skills and student communication skills.

CONCLUSSION
Based on the results of the assessment by the design validator, the material validator and the design validator of the props, the trials to the physics teacher, small group trials and field trials to students, it can be concluded that the guided inquiry-based student worksheet meets the requirements with very decent quality and very good to be used as learning material and can foster critical thinking skills and communication skills. Based on the research, the following things are suggested: Conducting trials in several schools to get maximum results, developing guided inquiry-based student worksheet on other physics theory and continuing development until the dissemination stage.