PENGEMBANGAN PEMBELAJARAN COMMON KNOWLEDGE CONSTRUCTIONAL MODEL TERINTEGRASI AI TEXT GENERATOR UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS IPA SD

HANA TRIANA, . (2025) PENGEMBANGAN PEMBELAJARAN COMMON KNOWLEDGE CONSTRUCTIONAL MODEL TERINTEGRASI AI TEXT GENERATOR UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS IPA SD. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Tujuan penelitian ini adalah untuk meningkatkan hasi belajar IPA pada aspek keterampilan berpikir kritis murid sekolah dasar pada mata pelajaran IPA melalui proses pembelajaran yang mendorong konstruksi pemahaman konsep. Penelitian ini menggunakan desain Research and Development (R&D) dan dilaksanakan di dua sekolah dasar di Bogor, Jawa Barat selama tahun 2024–2025. Data penelitian diperoleh melalui angket, wawancara, observasi, studi dokumen, dan perekaman yang dilakukan secara partisipatif sesuai prosedur desain pengembangan. Hasil analisis menunjukkan bahwa: (1) Model pembelajaran CKCM terintegrasi AIG mampu meningkatkan hasil belajar IPA padaa aspek keterampilan berpikir kritis murid melalui aktivitas belajar yang lebih eksploratif dan analitis; (2) Media AIG memiliki karakteristik yang mendorong interaksi, kolaborasi, dan inovasi murid; serta (3) integrasi CKCM+AIG terbukti efektif dalam membantu murid mencapai tujuan pembelajaran IPA. Peningkatan ini tercermin dari hasil eksperimen, di mana nilai rata-rata post-test kelas eksperimen meningkat dari 49,4 menjadi 79,1, jauh lebih tinggi dibandingkan kelas kontrol yang hanya mencapai rata-rata 57,7 dari nilai awal 49,1. Nilai N-Gain kelas eksperimen sebesar 0,60 (kategori cukup efektif), sedangkan kelas kontrol hanya 0,15 (kategori kurang efektif). Uji-t menunjukkan nilai t = 9,69; df = 68; p < 0,001, menandakan perbedaan signifikan antara kedua kelompok, dengan effect size (Cohen’s d = 0,93) yang menunjukkan efek besar. Secara teoretis, temuan ini selaras dengan siklus belajar CKCM, yang meliputi discover, knowledge construction, conceptualization, dan meaning making. Pada tahap discover, AIG membantu murid mengeksplorasi fenomena dan memunculkan pertanyaan kritis. Pada tahap knowledge construction, AIG menyediakan stimulus, contoh, dan umpan balik yang memfasilitasi proses pengujian ide dan perbaikan pemahaman awal. Selanjutnya, pada tahap conceptualization, murid mengintegrasikan pengetahuan baru dengan konsep ilmiah melalui penjelasan adaptif dan representasi visual yang dihasilkan AIG. Terakhir, pada tahap meaning making, murid merefleksikan pemahaman, menghubungkannya dengan konteks kehidupan nyata, dan menarik kesimpulan kritis berdasarkan pengalaman belajar mereka. Kata Kunci: Model Belajar CKCM, AI-Text Generator, Hasil Belajar IPA, Keterampilan Berpikir Kritis, Ilmu Pengetahuan Alam (IPA) ***** The aim of this study is to improve elementary students’ science learning outcomes, particularly their critical thinking skills, through a learning process that encourages the construction of conceptual understanding. This research employed a Research and Development (R&D) design and was conducted in two elementary schools in Bogor, West Java, during 2024-2025. Data were collected through questionnaires, interviews, observations, document analysis, and participatory recording techniques in accordance with the development procedures. The results show that: (1) the CKCM learning model integrated with an AI Text Generator (AIG) effectively enhances students’ science learning outcomes, especially in critical thinking skills, through more exploratory and analytical learning activities; (2) the AIG media has characteristics that promote interaction, collaboration, and student innovation; and (3) the integration of CKCM and AIG is proven effective in helping students achieve science learning objectives. This improvement is evident from the experimental results, in which the average post-test score of the experimental class increased from 49.4 to 79.1, significantly higher than the control class, which only reached an average of 57.7 from an initial score of 49.1. The N-Gain score of the experimental class was 0.60 (moderately effective), while the control class achieved only 0.15 (less effective). The t-test result (t = 9.69; df = 68; p < 0.001) indicates a significant difference between the two groups, with a large effect size (Cohen’s d = 0.93). Theoretically, these findings align with the CKCM learning cycle, which includes discovery, knowledge construction, conceptualization, and meaning making. At the discovery stage, the AIG helps students explore phenomena and generate critical questions. At the knowledge construction stage, the AIG provides stimuli, examples, and feedback that facilitate the testing of ideas and refinement of initial understanding. During the conceptualization stage, students integrate new knowledge with scientific concepts through adaptive explanations and visual representations generated by the AIG. Finally, in the meaning-making stage, students reflect on their understanding, relate it to real-life contexts, and draw critical conclusions based on their learning experiences. Keywords: CKCM Learning Model, AI Text Generator, Science Learning Outcomes, Critical Thinking Skills, Science Education

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof.Dr. M. Syarif Sumantri, M.Pd. ; 2). Dr. Firmanul Catur Wibowo, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Users 31811 not found.
Date Deposited:	02 Jan 2026 07:06
Last Modified:	02 Jan 2026 07:06
URI:	http://repository.unj.ac.id/id/eprint/62912

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