IMPLEMENTASI GUIDED DISCOVERY PADA PEMBELAJARAN BIOTEKNOLOGI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KREATIVITAS SISWA SMPN 1 TUTUR

21st Century Education emphasizes the importance of developing cognitive skills known
as the 4 C critical thinking, collaboration, creativity, and communication. The results of
observations conducted at SMPN 1 Tutur on learning with the discovery learning method,
have not achieved critical thinking and creativity. Activities that can overcome this are
implementing the guided discovery learning model. The guided discovery learning model
is the right method to realize students' critical thinking and creativity skills. The purpose of
this study was to analyze the implementation of the syntax of guided discovery learning,
and to analyze the implementation of guided discovery in biotechnology learning on
critical thinking and creativity of SMPN 1 Tutur students. This research method uses
quantitative with a descriptive approach. The type of research uses quasi-experimental.
The sample of this study was students of class IX A (experimental class) and XI B (control
class) obtained by purposive sampling technique. This study was conducted for 5 months
from January to May 2025. The results showed that the syntax of guided discovery got a
very good category, meaning that guided discovery learning went well in class. The results
of students' critical thinking skills with a significance value of 0.00 <0.05, which means
that there is an influence of the implementation of guided discovery in biotechnology
learning on critical thinking skills, critical thinking skills are seen from the results of the
post-test. The average post-test score of class IX A (experimental class) is 72.5 higher than
class IX B (control class) 54.3. And the results of students' creativity skills are seen from
the results of observations with the acquisition of class IX A (experimental class) scores
higher with a value of 78% than class IX B (control class) with a value of 53%. Students'
creativity skills are seen from students' activeness and students' ability to discuss in
working on LKPD questions.