PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN INKUIRI TERBIMBING DENGAN METODE EKSPERIMEN DAN DEMONSTRASI

0813022014, Salvalia Anggraini (2012) PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN INKUIRI TERBIMBING DENGAN METODE EKSPERIMEN DAN DEMONSTRASI. Digital Library.

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Abstrak

Kemampuan berpikir kritis siswa dapat ditingkatkan melalui pembelajaran inkuiri terbimbing dengan metode eksperimen atau demonstrasi. Kemampuan berpikir kritis diukur dari pencapaian indikator berpikir kritis yang meliputi: memberikan penjelasan sederhana, memberikan penjelasan lebih lanjut dan menerapkan strategi dan taktik. Penelitian ini bertujuan untuk mengetahui perbedaan rata-rata kemampuan berpikir kritis, hasil belajar aspek kognitif proses, dan aspek psikomotor siswa pada pembelajaran fisika. Desain eksperimen pada penelitian ini menggunakan bentuk Pre-Eksperimental Design dengan tipe One-Group Pretest-Posttest Design. Teknik analisis data kemampuan berpikir kritis menggunakan skor gain dan N-gain sedangkan pengujian hipotesis menggunakan uji Paired Sample T Test dan Independent Sample T Test. Berdasarkan skor rata-rata N-gain diperoleh rata-rata kemampuan berpikir kritis siswa pada kelas eksperimen 1 (pembelajaran inkuiri terbimbing dengan metode eksperimen) sebesar 0,77 (kategori tinggi). Pada kelas eksperimen 2 (pembelajaran inkuiri terbimbing dengan metode demonstrasi) diperoleh skor Ngain rata-rata Kemampuan berpikir kritis siswa sebesar 0,68 (kategori sedang). Hasil tersebut mengindikasikan bahwa pembelajaran inkuiri terbimbing dengan metode eksperimen lebih efektif digunakan sebagai upaya untuk meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran. Pada hasil belajar aspek kognitif proses, rata-rata nilai siswa pada kelas eksperimen lebih tinggi daripada kelas demonstrasi yaitu 74,11 dan 72,48. Begitu pula pada aspek psikomotor kelas eksperimen lebih tinggi daripada kelas demonstrasi yaitu 73,44 dan 72,11. Ability thinks critical student get to be increased through inkuiri's learning is led with experiment or demonstration method. Ability thinks critical be measured from indicator attainment thinks critical one cover: giving simple explanation, giving more explanation and applies strategy and tactics. This research intent to know the difference average ability thinks critical, aspects learned result kognitif processes, and psikomotor's aspect student on physics learning. Design experiment on observational it utilizes to form Pre Eksperi­mental Design with type One is Pretest Posttest Design's Group. analisis's tech ability data thinks critical utilize score gain and N gain meanwhile hypthosts testing utilizes to test Paired Sample t Test and Independent Sample t Test Base score average N gain gotten average ability thinks critical student on brazes experiment 1 (inkuiri's learning is led with experiment method) as big as 0,77 (tall category). On experiment class 2 (inkuiri's learning is led with demonstration method) gotten by score N gain averagely ability thinks critical student as big as 0,68 (category be). That result betokens that inkuiri's learning is led with effective more experiment method is utilized as effort to increase ability thinks critical student in learning. On aspects learned result kognitif processes, averagely assesses student on brazes higher experiment than demonstration class which is 74,11 and 72,48. So too on psikomotor's aspect brazes higher experiment than demonstration class which is 73,44 and 72,11.

Jenis Karya Akhir: Artikel
Subyek:
Program Studi: FKIP > Prodi Pendidikan Fisika
Pengguna Deposit: TIK . 6
Date Deposited: 18 Dec 2015 07:26
Terakhir diubah: 18 Dec 2015 07:26
URI: http://digilib.unila.ac.id/id/eprint/15686

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