PENGARUH CHALLENGE BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI GAYA KOGNITIF PESERTA DIDIK

DITA ANGELIA, . (2025) PENGARUH CHALLENGE BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI GAYA KOGNITIF PESERTA DIDIK. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Challenge Based Learning (CBL) terhadap kemampuan berpikir kritis peserta didik ditinjau dari gaya kognitif field independent dan field dependent. Penelitian menggunakan metode kuasi-eksperimen dengan desain treatment by level 2x2. Sampel terdiri atas 80 peserta didik Kelas IV yang dikelompokkan berdasarkan model pembelajaran (CBL dan ekspositori) dan gaya kognitif (field independent dan field dependent). Instrumen penelitian berupa tes kemampuan berpikir kritis yang mencakup indikator interpretasi, analisis, evaluasi, dan inferensi. Data dianalisis menggunakan ANOVA dua jalur dan uji Tukey. Hasil penelitian menunjukkan bahwa: (i) terdapat perbedaan kemampuan berpikir kritis antara peserta didik yang belajar dengan CBL dan ekspositori, dengan skor rata-rata CBL (75,27) lebih tinggi dibandingkan ekspositori (70,78); (ii) terdapat pengaruh interaksi antara model pembelajaran dan gaya kognitif terhadap kemampuan berpikir kritis; (iii) peserta didik field independent yang belajar dengan CBL memperoleh skor lebih tinggi (81,35) dibandingkan yang belajar dengan ekspositori (68,30); (iv) peserta didik field dependent yang belajar dengan ekspositori memperoleh skor lebih tinggi (73,25) dibandingkan yang belajar dengan CBL (69,20); (v) pada model CBL, peserta didik field independent lebih unggul dibandingkan peserta didik field dependent; dan (vi) pada model ekspositori, peserta didik field dependent lebih unggul dibandingkan peserta didik field independent. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Challenge Based Learning efektif dalam mengembangkan kemampuan berpikir kritis peserta didik sekolah dasar, terutama bagi mereka yang memiliki gaya kognitif field independent, sedangkan model ekspositori lebih sesuai bagi peserta didik field dependent karena menyediakan struktur dan bimbingan yang dibutuhkan untuk mengoptimalkan kemampuan berpikir kritis. ***** This study aims to analyze the effect of the Challenge Based Learning (CBL) model on students' critical thinking skills based on their cognitive styles: field independent and field dependent. The study employed a quasi-experimental method with a 2x2 treatment by level design. The sample consisted of 80 fourth-grade students divided into groups based on learning models (CBL and expository) and cognitive styles (field independent and field dependent). The research instrument was a critical thinking test including indicators of interpretation, analysis, evaluation, and inference. Data were analyzed using two-way ANOVA and Tukey’s test. The results showed that: (1) there was a significant difference in critical thinking skills between students taught with CBL and those taught with the expository model, with the CBL group scoring higher (mean = 75.27) than the expository group (mean = 70.78); (2) there was a significant interaction between learning models and cognitive styles; (3) field independent students in the CBL group scored higher (81.35) than those in the expository group (68.30); (4) field dependent students in the expository group outperformed those in the CBL group (73.25 vs. 69.20); (5) within the CBL model, field independent students scored significantly higher than field dependent students; and (6) within the expository model, field dependent students outperformed field independent students. Based on the findings, it can be concluded that the Challenge Based Learning model is effective in developing elementary school students' critical thinking skills, especially for those with a field independent cognitive style. In contrast, the expository model is more suitable for students with a field dependent cognitive style, as it provides the structure and guidance, they need to optimize their critical thinking skills.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Agung Purwanto, M.Si. ; 2). Dr. Nurjannah, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Pendidikan Dasar > Pendidikan Anak Sains > Sains, Ilmu Pengetahuan Alam
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Dita Angelia .
Date Deposited:	20 Aug 2025 01:06
Last Modified:	20 Aug 2025 01:06
URI:	http://repository.unj.ac.id/id/eprint/61680

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