Penelitian ini bertujuan untuk mengetahui hubungan antara kemampuan verbal dengan kemampuan berpikir analitis pada implementasi model pembelajaran guided inquiry, keterlaksanaan pembelajaran dan respon siswa terkait model pembelajaran guided inquiry. Penelitian menggunkan desain penelitian One-shot Case Study Design. Penelitian dilaksanakan di SMPN 4 Bangkalan dengan populasi seluruh siswa kelas VIII dan sampel kelas VIII C pada materi getaran, gelombang dan bunyi. Teknik pengambilan sampel menggunakan purposive sampling. Teknik analisis data menggunakan uji korelasi Pearson Product Moment. Berdasarkan hasil penelitian dapat disimpulkan bahwa ada hubungan kemampuan verbal dengan kemampuan berpikir analitis pada implementasi model pembelajaran guided inquiry. Hal tersebut dibuktikan dari nilai signifikasi uji korelasi Pearson Product Moment yaitu 0,001 ? 0,05 maka H0 ditolak. Kemampuan verbal siswa pada implementasi model pembelajaran guided inquiry memperoleh persentase 76,45%. Kemampuan berpikir analitis siswa pada implementasi model pembelajaran guided inquiry memperoleh persentase 70,73%. Keterlaksanaan model pembelajaran guided inquiry memperoleh persentase 84,53%. Respon siswa terkait model pembelajaran guided inquiry memperoleh persentase 77% dengan kategori sangat baik. Kata kunci: Guided Inquiry, Kemampuan Berpikir Analitis, Kemampuan Verbal

The aims of the research were to know the relationship between verbal abilities and analytical thinking ability in science learning of vibrations, waves and sounds using guided inquiry learning model, the implementation of learning and student’s response to guided inquiry learning. The research used a One-shot Case Study Design. The sample of this research was the student of VIII C SMPN 4 Bangkalan. The employed sampling technique used purposive sampling. The data analysis technique used the Pearson Product Moment correlation test. Based on the results of the study it can be concluded that there is a relationship between verbal ability and analytical thinking ability in the implementation of the guided inquiry learning model. This is evidenced by the significance value of the Pearson Product Moment correlation test which is 0,001 ? 0,05, so that H0 is rejected. Students' verbal abilities in the implementation of the guided inquiry learning model obtained a percentage of 76,45%. Students’ analytical thinking ability in the implementation of the guided inquiry learning model obtained a percentage of 70,73%. The implementation of the guided inquiry learning model obtained a percentage of 84,53%. Student responses related to the guided inquiry learning model received a percentage of 77% with a very good category. Keywords: Guided Inquiry, Analytical Thinking Ability, Verbal Ability

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