PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN MATEMATIKA MELALUI MODEL QUANTUM TEACHING DI KELAS IV SDN 03 ROROTAN

MANDA GIANI PRATIWI, . (2026) PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN MATEMATIKA MELALUI MODEL QUANTUM TEACHING DI KELAS IV SDN 03 ROROTAN. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis peserta didik melalui penerapan model pembelajaran Quantum Teaching. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam tiga siklus. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Quantum Teaching dapat meningkatkan kemampuan berpikir kritis peserta didik. Persentase ketuntasan belajar meningkat dari 31% pada siklus I dengan nilai rata-rata 62,38 menjadi 48% pada siklus II dengan nilai rata-rata 72,76 dan mencapai 96% pada siklus III dengan nilai rata-rata 86,96. Aktivitas guru meningkat dari 77% pada siklus I menjadi 92,50% pada siklus II dan 96,50% pada siklus III, sedangkan aktivitas peserta didik meningkat dari 61% menjadi 80,50% dan 94%. Setiap tahapan pada sintaks TANDUR (Tumbuhkan, Alami, Namai, Demonstrasikan, Ulangi dan Rayakan) memberikan kontribusi terhadap meningkatnya indikator berpikir kritis (Focus, Situation, Reason, Iference, Clarity).*****This study aimed to improve students' critical thinking skills through the implementation of the Quantum Teaching learning model. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which was conducted in three cycles. The results showed that the implementation of the Quantum Teaching learning model improved students' critical thinking skills. The percentage of learning mastery increased from 31% in Cycle I, with a mean score of 62,38, to 48% in Cycle II, with a mean score of 72.76, and reached 96% in Cycle III, with a mean score of 86,96. Teacher activity improved from 77% in Cycle I to 92.50% in Cycle II and 96.50% in Cycle III, while student activity increased from 61% to 80.50% and 94%, respectively. Each stage of the TANDUR syntax (Grow, Experience, Name, Demonstrate, Repeat, and Celebrate) contributed to the improvement in critical thinking indicators (Focus, Situation, Reason, Inference, Clarity).

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Endang M. Kurnianti, M.Ed. ; 2). Dr. Uswatun Hasanah, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Penelitian Tindakan Kelas Sains > Matematika
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Manda Giani Pratiwi .
Date Deposited:	14 Aug 2026 03:50
Last Modified:	14 Aug 2026 03:50
URI:	http://repository.unj.ac.id/id/eprint/70536

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