ANALISIS KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA PEMBELAJARAN ASAM-BASA MENGGUNAKAN GENERATIVE ARTIFICIAL INTELLIGENCE DENGAN MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN

WELLA AULIA PUTRI, . (2026) ANALISIS KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA PEMBELAJARAN ASAM-BASA MENGGUNAKAN GENERATIVE ARTIFICIAL INTELLIGENCE DENGAN MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pembelajaran Predict–Observe–Explain (POE) berbantuan Generative Artificial Intelligence serta keterampilan berpikir kritis peserta didik pada materi asam–basa. Penelitian ini menggunakan pendekatan kualitatif dengan melibatkan delapan peserta didik pada pembelajaran kimia berbahasa Inggris. Data dikumpulkan melalui soal terbuka, catatan lapangan, wawancara, jurnal refleksi, log interaksi peserta didik dengan Generative Artificial Intelligence, serta lembar kerja peserta didik. Analisis keterampilan berpikir kritis dilakukan menggunakan Holistic Critical Thinking Scoring Rubric (HCTSR) yang mencakup indikator interpretasi, inferensi, analisis, evaluasi, eksplanasi, dan regulasi diri. Hasil penelitian menunjukkan bahwa pembelajaran POE berbantuan Generative Artificial Intelligence memfasilitasi perkembangan keterampilan berpikir kritis peserta didik, terutama pada indikator interpretasi, analisis, dan evaluasi serta eksplanasi melalui mekanisme perbandingan informasi dan konflik kognitif. Namun, perkembangan keterampilan berpikir kritis tidak berlangsung secara linier, dan indikator regulasi diri muncul sebagai aspek yang paling menantang untuk berkembang. Temuan juga mengungkap bahwa peran Generative Artificial Intelligence terutama berfungsi pada level kognitif konseptual, namun masih terbatas dalam mendukung refleksi metakognitif yang eksplisit, terutama akibat beban kognitif dan keterbatasan dukungan visualisasi struktur kimia. Secara keseluruhan, penelitian ini menyimpulkan bahwa pembelajaran POE berbantuan Generative Artificial Intelligence berfungsi sebagai sumber perbandingan kognitif yang memfasilitasi pengembangan berpikir kritis konseptual dalam pembelajaran asam–basa, namun masih memerlukan perancangan pedagogis yang lebih terarah untuk secara eksplisit mendukung regulasi diri dan refleksi metakognitif peserta didik. ***** This study aims to analyze the implementation of Predict–Observe–Explain (POE) learning supported by Generative Artificial Intelligence and students’ critical thinking skills in acid base learning. A qualitative approach was employed, involving eight students in an English medium chemistry classroom. Data were collected through open-ended questions, field notes, interviews, reflective journals, logs of students’ interactions with Generative Artificial Intelligence, and students’ worksheets. Students’ critical thinking skills were analyzed using the Holistic Critical Thinking Scoring Rubric (HCTSR), which encompasses the indicators of interpretation, inference, analysis, evaluation, explanation, and self-regulation. The findings indicate that POE learning supported by Generative Artificial Intelligence facilitates the development of students’ critical thinking skills, particularly in interpretation, analysis, and evaluation, through mechanisms of information comparison and cognitive conflict. However, the development of critical thinking skills does not occur linearly, and self-regulation emerges as the most challenging indicator to develop. The findings also reveal that the role of Generative Artificial Intelligence primarily functions at the conceptual cognitive level and remains limited in supporting explicit metacognitive reflection, particularly due to cognitive load and the limited support for visualizing chemical structures. Overall, this study shows that POE-based instruction supported by generative artificial intelligence functions as a cognitive comparison resource for fostering conceptual critical thinking in acid–base learning, while requiring more targeted pedagogical design to explicitly support students’ self-regulation and metacognitive reflection.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Yuli Rahmawati, M.Sc., Ph.D.; 2). Prof. Dr. Setia Budi, M.Sc.
Subjects:	Pendidikan > Media Pembelajaran Sains > Sains, Ilmu Pengetahuan Alam Sains > Kimia
Divisions:	FMIPA > S2 Pendidikan Kimia
Depositing User:	Wella Aulia Putri .
Date Deposited:	10 Feb 2026 02:39
Last Modified:	10 Feb 2026 02:39
URI:	http://repository.unj.ac.id/id/eprint/65141

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