Students’ Critical Thinking Ability in Integrated Learning Model

Abstract

AbstrakPenelitian ini bertujuan menganalisis kemampuan berpikir kritis siswa pada model siklus belajar 5E terintegrasi peer instruction dalam materi suhu dan kalor. Penelitian mixed-method dengan desain embedded experimental ini melibatkan 33 siswa kelas X di SMA Negeri di Sidoarjo. Instrumen penelitian terdiri dari instrumen perlakuan dan instrumen pengukuran. Instrumen perlakuan terdiri dari silabus, RPP, dan LKS. Instrumen pengukuran terdiri dari tes kemampuan berpikir kritis, lembar panduan wawancara, dan lembar catatan lapangan. Instrumen penelitian tes berupa 8 soal uraian tes yang dikembangkan berdasarkan indikator berpikir kritis yang dikemukakan oleh Ennis dengan reliabilitas 0,72. Data kuantitatif kemampuan berpikir kritis siswa dianalisis menggunakan paired t-test. Data kualitatif dianalisis dengan melakukan reduksi terhadap hasil wawancara siswa. Hasil penelitian menunjukkan kemampuan berpikir kritis siswa pada materi suhu dan kalor meningkat setelah mengikuti pembelajaran siklus belajar 5E terintegrasi peer instruction. Siswa sudah mampu dalam membangun keterampilan dasar, memberikan penjelasan sederhana, mengatur strategi dan taktik, membuat penjelasan lebih lanjut, dan masih kurang mampu dalam membuat kesimpulan dari permasalahan fi sika yang disajikan. Kata kunci: kemampuan berpikir kritis, suhu dan kalor, model 5E, peer instruction STUDENTS' CRITICAL THINKING ABILITY IN INTEGRATED LEARNING MODEL AbstractThis study was aimed at analyzing the students' critical thinking skills in the integrated 5E peer instruction learning cycle in temperature and heat material. This mixed-method research with embedded experimental design involved 33 students of class X in Sidoarjo state high school. The research instrument consists of treatment instruments and measurement instruments. The treatment instrument consists of syllabus, lesson plan, and student worksheet. The measurement instrument consisted of critical thinking skills tests, interview guide sheets and fi eld notes. The test research instrument was in the form of 8 test questions developed based on critical thinking indicators proposed by Ennis with a reliability of 0.72. The quantitative data on students' critical thinking skills were analyzed using paired t-test, while qualitative data were analyzed by reducing the results of student interviews. The results show that the students' critical thinking skill in the temperature and heat materials increased after following the peer instruction integrated 5E learning cycle. The students have been able to build basic skills, provide simple explanations, organize strategies and tactics, make further explanations and are still unable to make conclusions from the physics problems presented.

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“…Adapun instrumen yang digunakan untuk mengukur kemampuan berpikir kritis siswa adalah tes dengan bentuk essay yang berjumlah 5 soal. Masing-masing soal dikemas sesuai dengan 5 kategori kemampuan berpikir kritis yang dikemukakan oleh Ennis, yaitu memberikan penjelasan sederhana, membangun keterampilan dasar, membuat kesimpulan, membuat penjelasan lebih lanjut, dan mengatur strategi dan taktik (Ennis, 2018;Sundari et al, 2018). Sebaran soal sesuai kategori dan indikator kemampuan berpikir kritis disajikan pada Tabel 1.…”

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“…Perceptions of critical thinking among students and teachers becomes another area of research in critical thinking [24]. Other researchers attempt to find the effect of culture on implementing critical thinking particularly in Asian contexts [25][26] [5][27] [28]. Those research highlight the advantages of critical thinking, the obstacles in implementing critical thinking, and the positive attitudes toward critical thinking in higher education.…”

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