PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN TEMATIK INTEGRATIF UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS III SEKOLAH DASAR
DOI:
https://doi.org/10.31316/esjurnal.v6i2.276Abstract
Abstrak
Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan berpikir kritis pada muatan pembelajaran matematika. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengandisainMc.Taggart yang berbentuk spiral denganempat tahapan diantaranya tahap perencanaan (planning), tahap pelaksanaan(acting) yang dilakukan bersamaan dengan tahap pengamatan (observing) dan yang terakhir tahap refleksi (reflecting). Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi dan tes. Instrumen yang digunakan adalah lembar observasi kegiatan guru, lembar observasi kegiatan siswa dan lembar soal tes kemampuan berpikir kritis siswa yang terdiri dari empat aspek yakniclarification, assesment, inference, dan strategy. Analisis data dilakukan dengan menggunakan analisis deskriptif komparatif, yaitu teknik analisis data dengan membandingkan antara pra siklus, siklus I dan siklus II. Indikator keberhasilan siswa sebesar 80% tuntas dengan KKM ≥70. Hasil penelitian tindakan kelas ini menunjukkan bahwa pembelajaran dengan menggunakan model Problem Based Learning (PBL) dapat meningkatkan kemampuan berpikir kritis siswa khususnya pada muatan pembelajaran matematika. Terbukti setelah diterapkannya model Problem Based Learning (PBL) presentase ketuntasan hasil belajar siswa meningkat dari pra siklus sebesar 25% pada siklus I menjadi 62,5% dan pada siklus II meningkat menjadi 84,3%. Serta dapat meningkatkan kemampuan berpikir kritis siswa, dimana siklus I sebesar 62,5% menjadi 84,3% pada siklus II.
Kata Kunci : Problem Based Learning (PBL), Kemampuan Berpikir Kritis, Muatan Pembelajaran Matematika
Abstract
This research aims to describe improvement of critical thinking skill in mathematics learning. This research is classroom action research with a research design from Mc.Taggart in a spiral shape.With 4 stages: planning, acting which is carried out together with the observing and the last is reflecting. Techniques of data collection’s use consists of observation and test. The instrumens used were observation sheets of teacher activities, student activity sheets, and questio sheetsfor test of students critical thingking skill wich consisted of 4 aspect, that is clarification, assesment, inference and strategy. Data analysis was performed using comparative descriptive analysi, by comparing betweeen pre-cycle, cycle 1 and cycle 2. The indicator of student success of 80% is completed with KKM ≥70. The result of this classroom action research show that learning using model of problem based learning can improve students critical thinking skills especially in terms of student learning. After implementation of the problem based learning, the percentages of completenessof student learning outcome increased from pre-cycle of 25% in cycle 1 to 62,5% and cycle 2increase to 84,3%. And can increase students critical thinking skills, wher cycle 1 is 62,5% as 84,3% in cycle 2.
Key Words : Problem Based Learning, Critical Thinking Skills, Mathematics Learning Contest.
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