摘要：Low ability of formal thinking students caused the learning outcomes they get too low. This study aims to determine the effectiveness of the inquiry learning model training in improving students’ ability to think formal. The design was used quasi-experimental “non-equivalent groups pretest-posttest design”. Implementation experimental class learning with inquiry learning model training, control class learning with direct instruction. Data obtained through a formal thinking ability test thinking ability. Learning model efectivity in improving formal thinking ability is determined based on the gain score average which normalized by average difference test of statistic, namely t test. The results of the reasearch found that the inquiry training learning model is more effective in improving students formal thinking ability compared with the direct instruction learning model. The N-gain percentage of formal thinking ability of students in the experiment class in the indicators of hypothetical deductive thinking, combination thinking and refl ection thinking are in the medium category, just proportional thinking is the high category. N-gain average percentage of control class for the hypothesis deductive thinking is just in the low category, while the proportional thinking, combination thinking and refl ection thinking are in the medium category.
其他摘要：Rendahnya kemampuan berpikir formal siswa menyebabkan hasil belajar yang mereka peroleh juga rendah. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry training dalam meningkatkan kemampuan berpikir formal siswa. Disain yang
关键词：Inquiry training model; formal thinking ability
