Pengaruh Model Pembelajaran Kontesktual (Contextual Teaching and Learning) Berbasis Fenomena Terhadap Keterampilan Berpikir Kritis dan Pemahaman Konsep Fisika Siswa

Abstract

Tujuan penelitian ini adalah: (1) menganalisis perbedaan keterampilan berpikir kritis dan pemahaman konsep fisika siswa yang mengikuti pembelajaran kontesktual (CTL) berbasis fenomena dan model pembelajaran langsung, (2) menganalisis perbedaan keterampilan berpikir kritis siswa yang mengikuti model pembelajaran kontekstual (CTL) berbasis fenomena dan model pembelajaran langsung, (3) menganalisis perbedaan pemahaman konsep fisika siswa yang mengikuti model pembelajaran kontekstual berbasis fenomena dan model pembelajaran langsung. Sampel penelitain ini diambil dengan teknik simple random sampling. Data dikumpulkan dengan statistik deskriptif dan MANOVA satu jalur. Berdasarkan hasil analisis data, diperoleh simpulan sebagai berikut: (1) Terdapat perbedaan yang signifikan variabel keterampilan berpikir kritis dan pemahaman konsep fisika antar siswa yang belajar dengan menggunakan model pembelajaran kontekstual berbasis fenomena dan model pembelajaran langsung (F=23,590; p<0,05). (2) Terdapat perbedaa yang signifikan variabel keterampilan berpikir kritis antar siswa yang belajar dengan model pembelajaran kontekstual berbasis fenomena dengan model pembelajaran langsung (F=32,007; p<0,05) dan batas penolakan LSD sebesar 0,097 dengan ∆μ sebesar 0,275 di mana harga mutlak > LSD. (3) Terdapat perbedaan yang signifikan variabel pemahaman konsep antar siswa yang belajar dengan model pembelajaran kontekstual berbasis fenomena dengan model pembelajaran langsung (F=23,638; p<0,05) dan batas penolakan LSD sebesar 0,090 dengan ∆μ sebesar 0,216 di mana harga mutlak > LSD.
Kata Kunci : pembelajaran kontekstual berbasis fenomena, keterampilan berpikir kritis, pemahaman konsep.

This study aims to (1) analyze the differences in critical thinking skills and understanding of physics concepts among groups of students who study with contextual teaching and learning based on phenomenon with a group of students who studied with direct instruction models (DI). (2) Analyze the differences in critical thinking skills among groups of students who study with MPKBF with a group of students who studied with DI. (3) Analyze the differences in understanding of physics concepts among groups of students who study with MPKBF with a group of students who studied with DI. Sampling of the research was conducted by simple random sampling technique. Data were analyzed with descriptive statistics and MANOVA one lane. Based on the results of this study concluded that (1) there are differences in in critical thinking skills and understanding of physics concepts among the group of students who studied with MPKBF with a group of students who studied with DI (F=23,590; p<0,05). who studied with MPKBF with a group of students who studied with DI (F=32,007; p<0,05) and limit of rejection LSD amount 0,097 with ∆μ sebesar 0,275 where the price is absolute > LSD. (3) There are differences in understanding of physics concepts among the group of students who studied with MPKBF with a group of students who studied with DI (F=23,638; p<0,05) and limit of rejection LSD amount 0,090 with ∆μ amount 0,216 where the price is absolute > LSD.



keyword : contextual teaching and learning based on phenomenon, critical thinking skills, understanding of physics concept.