PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan pada keterampilan berpikir kritis dan keterampilan proses sains siswa antara siswa yang diajar dengan menggunakan model problem based learning dan model pembelajaran direct instruction. Penelitian ini adalah quasi experimental research yang digunakan posttest only control group desain. Populasi adalah siswa kelas VIII dari SMPN 1 Kediri. Secara total, ada 410 siswa sebagai populasi, sedangkan sampel menggunakan teknik kluster acak, sehingga memperoleh sampel adalah 60 siswa. Data dianalisis secara deskriptif dan analisis MANOVA dengan menggunakan uji lanjut Beda Nyata Terkecil (LSD). nilai yang signifikan adalah 0,05. Hasil penelitian menunjukkan bahwa (1) ada model berpengaruh signifikan keterampilan berpikir kritis dan keterampilan proses sains siswa bersama-sama (F = 1.498, p <0,05). Artinya, kemampuan berpikir kritis dan keterampilan proses fisika bersama-sama menunjukkan perbedaan yang signifikan antara model pembelajaran. (2) Pengaruh model pada keterampilan berpikir kritis siswa (F = 5,831, p <0,05). Artinya, kemampuan berpikir kritis menunjukkan perbedaan yang signifikan antara dua model. Dan LSD di 7.62, nilai signifikan kurang dari 0,05, yang menunjukkan nilai rata-rata kemampuan berpikir kritis yang berbeda secara signifikan antara model. (3) Pengaruh model keterampilan proses sains siswa (F = 192,579, p <0,05). Artinya, keterampilan proses sains menunjukkan perbedaan yang signifikan antara dua model. Dan LSD di 2,36, nilai signifikan lebih kecil dari 0,05, yang menunjukkan nilai rata-rata keterampilan proses sains yang berbeda secara signifikan antara model.
Kata Kunci : model problem based learning, keterampilan berpikir kritis, keterampilan proses sains

This study aimed at analyzing the differences in critical thinking skills and students' science process skills among students who were taught by using problem based learning models and learning models of direct instruction. This study was a quasi-experimental research used posttest only control group design. The population was eighth grade students of SMPN 1 Kediri. In total, there were 410 students, while the sample using random cluster technique, so as to obtain the sample is 60 students. Data were analyzed descriptively and MANOVA analysis used advanced test Least Significant Difference (LSD). Significant value was 0.05. The results showed that (1) no significant effect model of critical thinking skills and science process skills of students together (F = 1.498, p <0.05). The ability of critical thinking skills and physical processes together showed a significant difference between the learning model. (2) The influence of the model on critical thinking skills of students (F = 5.831, p <0.05). The critical thinking skills showed a significant difference between the two models. And LSD at 7.62, significantly less than the value of 0.05, which showed the average value of critical thinking skills that were significantly different between models. (3) The influence of the model science process skills of students (F = 192.579, p <0.05). The science process skills showed a significant difference between the two models. And LSD at 2.36, significantly smaller than the value of 0.05, which showed the average value of science process skills significantly different between models.
keyword : problem based learning model, critical thinking skill, physics process skills style