Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis pada konsep biota laut menuju pembangunan berkelanjutan, melalui pembelajaran berbasis proyek pada mahasiswa calon guru biologi. Penelitian ini menggunakan metode quasi eksperimen dengan one group pretest postest design. Subyek terdiri dari 31 mahasiswa yang memprogramkan mata kuliah ekologi laut di semester 5 pada salah satu universitas Kaliman Tengah. Instrument tes yang digunakan berupa soal tes Pilihan Ganda (PG) beralasan dan soal tes uraian (essay). Kegiatan pembelajaran berbasis proyek dilaksanakan enam tahap: 1) mengorientasi proyek, 2) mengidentifikasi dan mendefinisikan proyek, 3) merencanakan dan mendesain proyek yang dilakukan, 4) melakukan implementasikan proyek yang dirancang dan pengamatannya, 5) mendokumentasikan dan melaporkan temuan proyek, 6) melaporkan hasil implementasi proyek sekaligus mengevalusi untuk kegiatan proyek selanjutnya. Hasil penelitian ini menunjukkan bahwa setiap indikator keterampilan berpikir kritis, yaitu mempertimbangkan kredibilitas sumber, menginduksi dan mempertimbangkan hasil induksi, mengidentifikasi asumsi, menentukan suatu tindakan, mengamati dan mempertimbangkan laporan hasil observasi berbeda signifikan (p=0,000). Hasil ini dapat dikatakan bahwa pembelajaran berbasis proyek pada konsep biota laut menuju pembangunan berkelanjutan dapat meningkatkan keterampilan berpikir kritis mahasiswa, karena mengintegrasikan teori dan praktikum, sehingga membuat mahasiswa termotivasi untuk menghasilkan proyek
This research used quantitative descriptive approach. It aims to analysis the quality of instruments test include validity, reliability, difficulty level and index of determinant to develop tests of critical thinking skills and creative thinking skills of prospective pre-service biology teachers on marine ecology theory. The test used instrument consisted of 2 type namely question descriptions and two tier multiple choice. There were two test of validation, namely content validation and empirical validation. The results of content validation concluded the question tests that feasible to be used with improvements. The results of empirical validation show that the ten items are valid question descriptions category and two invalid categorized questions. Where as instrument test twenty-three of two tier multiple choice valid in categories and four invalid categorical questions. Question descriptions instrument test used reliability analysis using Cronbach Alpha r11 = 0.73 (high). Instrument test two tier multiple choice used KR-20 r11 = 0.83 (very high), therefore the instruments test made are suitable for implementation in marine ecology. The average value of high order thinking skills for the question descriptions instrument test achieved by students was 26, while the two tier multiple choices instrument test 28. The highest value of the description questions instrument test achieved by students is 56 and the lowest score is 3. The highest value of two tier multiple choice questions instrument test achieved by students is 56 and the lowest score is 11. It shows that the ability of high order thinking skills of students is still lacking.
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