PENGARUH MODEL PROBLEM BASED LEARNING – FLIPPED CLASSROOM DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP LITERASI SAINS SISWA PADA MATERI LAJU REAKSI

BENING IRSA SETARA BULAN, . (2017) PENGARUH MODEL PROBLEM BASED LEARNING – FLIPPED CLASSROOM DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP LITERASI SAINS SISWA PADA MATERI LAJU REAKSI. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning – Flipped Classroom dan kemampuan berpikir kritis terhadap literasi sains siswa pada materi laju reaksi. Penelitian ini dilakukan pada siswa kelas X SMA Negeri 78 Jakarta. Metode true eksperiment dengan desain penelitian Anava dua jalur (treatment by level 2x2) diimplementasikan dalam penelitian ini. 40 orang siswa sebagai sampel penelitian dipilih menggunakan teknik simple random sampling. Siswa pada kelas eksperimen belajar menggunakan model Problem Based Learning - Flipped Classroom. Sementara, siswa pada kelas kontrol belajar menggunakan model Problem Based Learning – Tradisional Classroom. Kesimpulan dari penelitian ini, antara lain (1) literasi sains siswa yang diberikan model Problem Based Learning – Flipped Classroom lebih tinggi dibandingkan siswa yang diberikan model Problem Based Learning – Traditional Classroom; (2) terdapat pengaruh interaksi antara model pembelajaran dan kemampuan berpikir kritis terhadap literasi sains siswa; (3) literasi sains siswa yang diberikan model Problem Based Learning – Flipped Classroom lebih tinggi dibandingkan siswa yang diberikan model Problem Based Learning – Traditional Classroom pada kelompok siswa yang memiliki kemampuan berpikir kritis tinggi; dan (4) literasi sains siswa yang diberikan model Problem Based Learning – Flipped Classroom lebih rendah dibandingkan siswa yang diberikan model Problem Based Learning – Traditional Classroom pada kelompok siswa yang memiliki kemampuan berpikir kritis rendah. The aim of this study is to determine the effect of Problem Based Learning - Flipped Classroom Model and Critical Thinking Skills toward Students' Scientific Literacy on Chemical Reaction Rate topic. This study was conducted at SMA 78 Jakarta in Tenth Graders. The True Experiment Method with Two Way Anava design (treatment by level 2x2) was implemented in this study. 40 students as the sample was selected by simple random sampling. Students in experimental group were learned through Problem Based Learning - Flipped Classroom Model. Meanwhile, in control group, students were learned through Problem Based Learning – Traditional Classroom Model. The conclusions of this are are: (1) the student’s scientific literacy given by Problem Based Learning - Flipped Classroom Model is higher than Problem Based Learning - Traditional Classroom Model; (2) there is influence of interaction between learning models and critical thinking skills toward student’s scientific literacy; (3) student’s scientific literacy given Problem Based Learning - Flipped Classroom Model is higher than Problem Based Learning - Traditional Classroom Model in group of students with high critical thinking skills; And (4) student’s scientific literacy given Problem Based Learning - Flipped Classroom Model is lower than Problem Based Learning - Traditional Classroom Model in group of students who have low critical thinking skills.

Item Type:	Thesis (Magister)
Additional Information:	1) Dr. Maria Paristiowati, M.Si 2) Dr. Ucu Cahyana, M.Si
Subjects:	Sains > Kimia
Divisions:	FMIPA > S2 Pendidikan Kimia
Depositing User:	sawung yudo
Date Deposited:	28 Mar 2022 02:23
Last Modified:	28 Mar 2022 02:23
URI:	http://repository.unj.ac.id/id/eprint/25407

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