PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP PEMAHAMAN KONSEP DAN KETRAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN FISIKA SISWA KELAS XI IPA SMA NEGERI 2 BANJAR

Abstract

Penelitian ini bertujuan untuk menganalisis : (1) perbedaan pemahaman konsep dan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran problem based learning dan konvensional, (2) perbedaan pemahaman konsep antara siswa yang mengikuti model pembelajaran problem based learning dan konvensional dan (3) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran problem based learning dan konvensional.
Penelitian ini adalah penelitian eksperimen semu (quasi experiment) dengan rancangan non-equivalent postest only control group design. Subjek dari penelitian ini adalah siswa kelas XI IPA SMA Negeri 2 Banjar tahun pelajaran 2015/2016. Pengambilan kelas penelitian berdasarkan teknik simple random sampling Data dianalisis dengan menggunakan statistik deskriptif dan MANOVA. Sebagai tindak lanjut dari MANOVA, digunakan Least Significant Difference (LSD) untuk menguji komparasi pasangan skor rata-rata tiap kelompok perlakuan.
Hasil penelitian menunjukkan terdapat: (1) perbedaan pemahaman konsep dan keterampilan berpikir kritis antara kelompok model problem based learning dengan model konvensional (F = 32,56; p<0,05), (2) perbedaan yang signifikan pemahaman konsep antara kelompok model problem based learning dan kelompok model pembelajaran konvensional (F = 43,019; p<0,05, (3) perbedaan yang signifikan keterampilan berpikir kritis antara kelompok model problem based learning dan kelompok model pembelajaran konvensional (F = 37,14; p<0,05). Berdasarkan uji LSD diperoleh PK dan KBK yang dicapai oleh siswa yang belajar dengan menggunakan model pembelajaram problem based learning lebih baik dibandingkan dengan siswa yang belajar dengan menggunakan pembelajaran konvensional.
Kata Kunci : problem based learning, pemahaman konsep, dan berpikir kritis

This research is aimed to analyze (1) ) the difference of critical thinking skills and physics understanding between students who studied through problem based learning model and their counterparts who studied through direct instruction learning model, (2) conceptual understanding skills between students who studied through problem based learning model and their counterparts who studied through direct instruction learning model, and (3) critical thinking skills between students who studied through problem based learning model and their counterparts who studied through direct instruction learning model
This study was an experimental study using the posttest-only control group design. The subjects were all students in grade XI IPA SMA Negeri 2 Banjar academic year 2015/2016. The selection of the class for this study was based on simple random sampling technique. The data were analyzed by descriptive statistics and MANOVA. Following MANOVA, Least Significant Difference used (LSD) to test the comparative pair average scores of each treatment group.
The result found that (1) there is significant influence learning model of concept comprehension variables and critical thinking together (F = 32,56; p<0,05), (2) there are significant differences between groups PK model of problem based learning and direct instruction learning model (F = 43.019, p <0.05). (3) there are significant differences between groups KBK model of problem based learning and direct instruction learning model (F = 37,14; p<0,05). Based on the LSD test and KBK obtained PK is achieved by students who learned using a Learning problem based learning better than students who learn using conventional teaching.
keyword : problem based learning, concept comprehension, and critical thinking ability.