Pengaruh Model Problem Based Learning (PBL) Berdiferensiasi terhadap Peningkatan Keterampilan Berpikir Kritis Siswa Kelas X di SMA N 61 Jakarta pada Materi Hukum Dasar Kimia

Tamansa, Santhya Anaomi (2025) Pengaruh Model Problem Based Learning (PBL) Berdiferensiasi terhadap Peningkatan Keterampilan Berpikir Kritis Siswa Kelas X di SMA N 61 Jakarta pada Materi Hukum Dasar Kimia. S1 thesis, Universitas Kristen Indonesia.

	Text (HalJudulAbstrakDaftarIsiDaftarGambarDaftarTabelDaftarlampiran) HalJudulAbstrakDaftarisiDaftarGambarDaftarTabelDaftarlampiran.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)
	Text (BAB I) BAB I.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (968kB)
	Text (BAB II) BAB II.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)
	Text (BAB III) BAB III.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (1MB)
	Text (BAB IV) BAB IV.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)
	Text (BAB V) BAB V.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (608kB)
	Text (DaftarPustaka) DaftarPustaka.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (1MB)
	Text (Lampiran) Lampiran.pdf Restricted to Repository staff only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (6MB)

Abstract

Masalah utama dalam studi ini adalah minimnya keterampilan berpikir kritis siswa, yang disebabkan oleh penggunaan model pengajaran konvensional yang kurang efektif dalam mengembangkan keterampilan siswa menganalisis dan mengevaluasi informasi. Penelitian ini melibatkan siswa kelas X di SMA Negeri 61 Jakarta dengan fokus pada materi hukum dasar kimia. Sampel terdiri dari dua kelas, yaitu kelas kontrol dan kelas eksperimen, masing-masing berjumlah 31 siswa, sehingga semuanya berjumlah 62 siswa. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh model problem based learning (PBL) berdiferensiasi terhadap peningkatan keterampilan berpikir kritis siswa kelas X pada materi hukum dasar kimia, serta mengukur tingkat peningkatannya. Pendekatan yang digunakan adalah kuantitatif dengan jenis penelitian quasi eksperimental dan rancangan non equivalent control group design. Instrumen yang digunakan berupa tes dengan 3 soal dan 6 pertanyaan, disesuaikan dengan gaya belajar audio, visual, dan kinestetik. Terdapat enam indikator keterampilan berpikir kritis yang diukur, yaitu interpretasi, analisis, inferensi, penjelasan, evaluasi, dan pengaturan diri. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan khususnya pada indikator analisis dan evaluasi. Sebaliknya, kelas kontrol mengalami penurunan pada indikator evaluasi. Secara keseluruhan, terdapat pengaruh signifikan dari penerapan model PBL berdiferensiasi terhadap peningkatan keterampilan berpikir kritis siswa, ditunjukkan dengan nilai thitung yang lebih besar dari ttabel (thitung = 12.375 > ttabel = 1.69726) dan nilai signifikansi (2-tailed) sebesar 0.000 < 0.05. Nilai N-Gain yang diperoleh berada dalam kategori sedang, yaitu sebesar 0.5505. Dengan demikian PBL berdiferensiasi efektif untuk meningkatkan keterampilan berpikir kritis. Kata kunci: Berpikir Kritis, Hukum Dasar Kimia, Keterampilan Abad 21, Pembelajaran Berdiferensiasi, PBL. / The main issue in this study is the lack of students’ critical thinking skills, caused by the use of conventional teaching models that are less effective in developing students’ abilities to analyze and evaluate information. This research involved 10th-grade students at SMA Negeri 61 Jakarta, focusing on the topic of the basic laws of chemistry. The sample consisted of two classes: a control class and an experimental class, each comprising 31 students, bringing the total number of participants to 62. The aim of this study is to analyze the effect of a differentiated Problem-Based Learning (PBL) model on improving the critical thinking skills of 10th-grade students on the topic of the basic laws of chemistry, as well as to measure the level of improvement. A quantitative approach was used, with a quasi-experimental research design and a non-equivalent control group design. The instrument used was a test consisting of 3 main questions and 6 sub-questions, adapted to auditory, visual, and kinesthetic learning styles. Six indicators of critical thinking skills were measured: interpretation, analysis, inference, explanation, evaluation, and self-regulation. The results showed that the experimental class experienced an improvement, particularly in the analysis and evaluation indicators. In contrast, the control class showed a decline in the evaluation indicator. Overall, there was a significant effect of the differentiated PBL model on enhancing students' critical thinking skills, as indicated by a t-value greater than the t-table value (t_calculated = 12.375 > t_table = 1.69726) and a significance value (2-tailed) of 0.000 < 0.05. The N-Gain score obtained was categorized as moderate, at 0.5505. Thus PBL is effective in improving critical thinking skills. Keywords: Basic Chemical Laws, Critical Thinking , Differentiated Learning, PBL, 21st Century Skills

Actions (login required)

View Item