PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS SISWA YANG BELAJAR MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN MODEL INKUIRI TERBIMBING DI SMA NEGERI 109 JAKARTA

RETNO KUSUMA PUTRI, . (2016) PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS SISWA YANG BELAJAR MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN MODEL INKUIRI TERBIMBING DI SMA NEGERI 109 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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1. COVER.pdf
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2. LEMBAR PERSEMBAHAN.pdf
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9. DAFTAR GAMBAR.pdf
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7. DAFTAR ISI.pdf
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10. DAFTAR LAMPIRAN.pdf
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8. DAFTAR TABEL.pdf
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4. ABSTRACT (ENGLISH).pdf
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5. KATA PENGANTAR.pdf
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11. BAB 1 PENDAHULUAN.pdf
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14. BAB 4.pdf
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12. BAB 2.pdf
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16. DAFTAR PUSTAKA.pdf
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17. LAMPIRAN.pdf
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18. BIODATA PENULIS.pdf
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Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan berpikir kritis siswa yang belajar menggunakan model pembelajaran problem based learning (PBL) dan model pembelajaran inkuiri terbimbing di SMA Negeri 109 Jakarta. Penelitian ini dilaksanakan di SMA Negeri 109 Jakarta pada kelas XI MIA 3 dan XI MIA 4 semester genap tahun ajaran 2015/2016 pada pokok bahasan transformasi geometri. Model pembelajaran yang dibandingkan menganut paham teori konstruktivisme atau mengkonstruksi pengetahuan sendiri yaitu model pembelajaran inkuiri terbimbing dan model pembelajaran problem based learning (PBL). Model pembelajaran tersebut menjadikan siswa lebih mandiri, berperan aktif, dan mengkonstruksi pengetahuannya sendiri. Penerapan model pembelajaran tersebut bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis siswa dan mengetahui model pembelajaran yang tepat untuk diterapkan pada kurikulum 2013. Metode penelitian yang digunakan adalah penelitian quasi eksperiment. Metode ini digunakan karena tidak memungkinkan peneliti melakukan pengontrolan penuh terhadap variabel dan kondisi eksperimen. Pengambilan sampel menggunkan teknik cluster random sampling. Penelitian menggunakan hasil post-test. Instrumen penelitian yang digunakan adalah post-test kemampuan berpikir kritis pada pokok bahasan transformasi geometri sebanyak 5 butir soal uraian. Instrumen penelitian yang digunakan telah melalui uji validasi isi dan konstruk. Berdasarkan perhitungan data hasil penelitian, kelas eksperimen I (model pembelajaran inkuiri terbimbing) dan kelas eksperimen II (model pembelajaran problem based learning) berasal dari populasi berdistribusi normal dan homogen dengan varians yang sama. Pengujian hipotesis ini menggunakan uji-t independent sample dengan taraf signifikasi α = 0, 05. Hasil perhitungan, diperoleh nilai thitung = 0.120 dan ttabel = 1.994 sehingga thitung < ttabel maka H0 diterima. Artinya tidak terdapat perbedaan kemampuan berpikir kritis siswa yang belajar menggunakan model pembelajaran problem based learning dengan model pembelajaran inkuiri terbimbing di SMA Negeri 109 Jakarta. Hal ini dikarenakan adanya beberapa kesalahan dalam pelaksanaan penelitian. Penerapan langkah-langkah pembelajaran dengan model pembelajaran problem based learning masih kurang maksimal dikarenakan siswa tidak mengkonstruksi pengetahuannya sendiri namun masih adanya bantuan dari guru. Pengantar pelajaran yang diberikan pada kelas eksperimen II bertolak belakang dengan langkah model pembelajaran problem based learning. Sehingga, mempengaruhi hasil perlakuan, hasil post-test, dan data tidak mendukung hipotesis penelitian. The purpose of this research was to know difference of critical thinking ability student who learn use learning model of problem based learning (PBL) and learning model of guided inquiry at Senior High School 109 Jakarta. This research held on SMA 109 Jakarta at class of XI MIA 3 and class of XI MIA 4 on even semester of school year 2015/2016 in subject of geometry transform. Learning model that compared subscribe concept of constructivism theory or construct own knowledge that is learning model of guided inquiry and learning model of problem based learning (PBL). The learning model makes student become independently, active, and construct of own knowledge. The application of that learning model was to know difference of critical thinking ability student and to know exactly learning model to applied on 2013 curriculum. Research method that use is research of quasi eksperiment. This method used because researcher could not do full control to variable and experiment condition. Sample taking use technique of cluster random sampling. The research use product of post-test. Instrument of research that use is post-test of critical thinking ability in subject of geometry transform as much as 5 description question. Research instrument what use already pass content validation and construct validation. Based on calculation of the result data of research, experiment class I (learning model of guided inquiry) and experiment class II (learning model of problem based learning) came from population of normal distribution and homogen with same varians. Hypothesis test use t-test independent sample with significant degree α = 0, 05. The result calculation, get the value ttest = 0.120 and ttable = 1.994 so that sehingga ttest < ttable then H0 accepted. The meaning is difference nothing of critical thinking ability student who learn use learning model of problem based learning (PBL) and learning model of guided inquiry at Senior High School 109 Jakarta. The reason is got mistake in research application. The application of the ways of learning model of problem based learning still less maximal because student do not construct own knowledge but still help from teacher. Introductory lesson what gave at experiment class II opposite with learning model of problem based learning. So that, affect the result of treatment, the result of post-test and the data do not support of research hypothesis.

Item Type: Thesis (Sarjana)
Additional Information: 1) Dra. Suprakarti, M.Pd 2) Drs. Tri Murdiyanto, M.Si
Subjects: Sains > Matematika
Divisions: FMIPA > S1 Pendidikan Matematika
Depositing User: sawung yudo
Date Deposited: 14 Apr 2022 02:07
Last Modified: 14 Apr 2022 02:07
URI: http://repository.unj.ac.id/id/eprint/26534

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