PENERAPAN MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMP

ZUNAIDA KHOIRUN NISAK

Abstract


Abstrak


Kurikulum 2013 dirancang mengembangkan keseimbangan antara sikap spiritual dan sosial, pengetahuan, dan keterampilan. Keterampilan yang dikembangkan meliputi keterampilan secara physical (fisik) dan keterampilan secara mental yakni berpikir yang termasuk di dalamnya keterampilan berpikir kritis. Oleh karena itu, pelatihan terhadap keterampilan berpikir kritis selayaknya dilaksanakan dalam proses pembelajaran pada setiap mata pelajaran pada kurikulum 2013 termasuk IPA. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis siswa setelah mengikuti pembelajaran model Children Learning In Science (CLIS) pada materi struktur bumi dan gempa bumi. Penelitian ini merupakan penelitian eksperimen dengan desain pra-eksperimen dan rancangan “One Group Pretest-Posttest”. Sasaran penelitian adalah 30 siswa pada kelas VIII-H SMPN 2 Wonoayu tahun ajaran 2014-2015. Metode pengumpulan data adalah metode tes untuk mengetahui hasil belajar siswa berupa keterampilan berpikir kritis sebelum dan sesudah mengikuti pembelajaran. Hasil penelitian menunjukkan bahwa 0% siswa tuntas saat pretest keterampilan berpikir kritis kemudian meningkat menjadi 86,67% siswa tuntas dengan perolehan N-Gain sebesar 0,48 dengan kategori sedang. Persentase ketercapaian tiap aspek keterampilan berpikir kritis saat pretest antara lain: interpretasi 40%, eksplanasi 71,67%, analisis 8,33%, inferensi 0%. Keterampilan berpikir kritis mengalami peningkatan persentase ketercapaian tiap aspeknya saat posttest antara lain: interpretasi 90%, eksplanasi 80%, analisis 70%, inferensi 50%.


 


Kata Kunci : Model pembelajaran CLIS, keterampilan berpikir kritis


Abstract


Curriculum 2013 is designed to develop a balance between spiritual and social attitudes, knowledge, and skills. Skills which developed include skills in physical and mental skills or thinking which includes critical thinking skills. Therefore, the training of critical thinking skills in the learning process should be implemented in each subject on the curriculum 2013, including sciece. This study aimed to describe the critical thinking skills of students after participating in the learning models Children Learning In Science (CLIS) on the structure of the earth and earthquakes topic. This study was an experimental study with pre-experimental design and the design of "one group pretest-posttest". Targeted research is 30 students in the class VIII H  State junior high school 2 Wonoayu 2014-2015 school year. The research method is a method of test to determine student learning outcomes in the form of critical thinking skills before and after the study. The results showed that 0% of students complete pretest critical thinking skills then increased to 86.67% students completed the acquisition of N-Gain 0.48 with medium category. Percentage achievement of every aspect of critical thinking skills pretest among others: interpretation 40%, explanation 71.67%, analysis 8.33%, inference 0%. Critical thinking skills have increased the percentage of achievement of each of its aspects when posttest among other: interpretation 90%, explanation 80%, analysis 70%, inference 50%.


 


Keywords: CLIS learning model, critical thinking skills 


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