EFEKTIVITAS PENERAPAN SUPLEMEN BERBASIS KONTEKSTUAL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISW
Abstract
Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui keefektifan suplemen berbasis kontekstual terhadap keampuan berpikir kritis siswa. Desain penelitian Pre Experiment dengan One Group Pretest-Posttest Design. Adapun subyek penelitian sebanyak 36 siswa XII IPA. Perlakuan pada kelompok eksperimen adalah pembelajaran menggunakan suplemen berbasis kontekstual. Instrumen yang digunakan adalah butir soal tes, lembar observasi aktivitas siswa, dan lembar observasi keterlaksanaan pembelajaran. efektivitas diukur berdasarkan n-Gain hasil tes yang dianalisis dengan uji-t, respon siswa terhadap suplemen berbasis kontekstual, dan aktivitas siswa. hasil penelitian menunjukkan bahwa penggunaan suplemen cukup efektif meningkatkan kemampuan berpikir siswa, yang dibuktikan dengan n-Gain kelas sebesar 0,55 pada kelas XII IPA 1 dan 0,65 pada kelas XII IPA 2, serta uji-t sebesar 0,000 untuk kelas XII IPA 1 Dan XII IPA 2. hasil uji kelayakan suplemen berbasis kontekstual oleh siswa sebesar 81%, serta persentase aktivitas siswa sebesar 83,06%. Hasil penelitian menunjukkan bahwa suplemen berbasis kontekstual efektif untuk meningkatkan kemampuan berpikir kritis.
Abstract: The purpose of this study was to determine the effectiveness of contextual supplements based on students' critical thinking skills. Pre Experiment research design with One Group Pretest-Posttest Design. The study was conducted at Tri Sukses High School class XII. The treatment in the experimental group was learning to use contextual supplements. The instruments used were test items, student activity observation sheets, and observations of learning outcomes. effectiveness is measured based on n-gain test results analyzed with paired sample t-test, student responses to contextual based supplements, and student activity. the results showed that the use of supplements was quite effective in practicing students' thinking skills, as evidenced by the n-gain grade of 0.55 in class XII IPA 1 and 0.65 in class XII IPA 2, as well as the t-test of 0,000 for classes XII IPA 1 and XII IPA 2. by students sebesae 81%, and the percentage of student activity by 83.06%. The results showed that contextual-based supplement was effective for practicing critical thinking skills
Keywords
Full Text:
Download [PDF]References
Ami, M. S., Susantini, E., & Raharjo. (2012). Pengembangan Buku Saku Materi Sistem Ekskresi Manusia di SMA/MA Kelas XI. Jurnal BioEdu, 1(2), 10–13.
Arikunto, S. (2011). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Bumi Aksara.
Ballester, A. (2014). Meaningful Learning in Practice. Journal of Education and Human Development, 3(4), 199–209. https://doi.org/10.15640/jehd.v3n4a18
Bushan, R. (2014). Developing Learner’s Critical Thinking and Motivation. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 11–16. https://doi.org/10.20431
Hakim, M. F. Al, Sariyatun, & Sudiyanto. (2018). Constructing Studen’s Critical Thinking Skill Through Disocvery Learning Model and Contextual Teaching and Learning Model as Solution of Problems in Learning History. International Journal of Multicultural and Multireligious Understanding, 175–183.
Haniin, K., Diantoro, M., & Handayanto, S. K. (2017). Pengaruh Pembelajaran Tps Dengan Scaffolding Konseptual Terhadap Kemampuan Menyelesaikan Masalah Sintesis Fisika Ditinjau Dari Pengetahuan Awal Siswa. Jurnal Pembelajaran Sains, 1(2).
Hidayat, S. (2013). Perkembangan Kurikulum Baru. Jakarta: Rosda.
Howard, L. W., Tang, T. L. P., & Jill Austin, M. (2014). Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect. Journal of Business Ethics, 128(1), 133–147. https://doi.org/10.1007/s10551-014-2084-0
Johnson, E. B. (2011). Contextual Teaching and Learning. Bandung: Mizam Learning Center.
Kurniasari, D. A. D., Rusilowati, A., & Subekti, N. (2014). Pengembangan Buku Suplemen Ipa Terpadu Dengan Tema Pendengaran Kelas Viii. USEJ - Unnes Science Education Journal, 3(2), 462–467. https://doi.org/10.15294/usej.v3i2.3329
OECD. (2013). PISA 2012 Result in Focus: What 15 years-old know and what they can do with what they know. New York: Columbia University.
Purnomo, D., Indrowati, M., & Karyanto, P. (2013). Pengaruh Penggunaan Modul Hasil Peneitian Pencemaran Di Sungai Pepe Surakarta Sebagai Sumber Belajar Biologi Pokok Bahasan Pencemaran Lingkungan Terhadap Hasil Belajar. Jurnal Pendidikan Biologi, 5(1), 59–69.
Ramlawati, Liliasari, M. A., & Wulan, A. R. (2014). The Effect of Electronic Portfolio Assessment Model to Increase of Students ’ Generic Science Skills in Practical Inorganic Chemistry. Jurnal of Education and Learning, 8(3).
Rouleau, K. (2018). Curiosity: Moving your school from improvement to innovation. Denver : Co: McRE International.
Sanjaya, W. (2013). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media Group.
Sarjono. (2017). Internalisasi Berpikir Kritis dalam Pembelajaran Fisika. Jurnal Madaniyah, 7(2), 343–353.
DOI: https://doi.org/10.31764/paedagoria.v11i1.1795
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Universitas Muhammadiyah Mataram
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Fakultas Keguruan & Ilmu Pendidikan | Universitas Muhammadiyah Mataram.
_______________________________________________
 |
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan |
______________________________________________
CURRENT INDEXING:
.
.
EDITORIAL OFFICE: