EFEKTIVITAS BAHAN AJAR BERBASIS SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA (EFFECTIVENESS OF SCIENTIFIC BASED TEACHING MATERIAL TO IMPROVE ABILITY OF STUDENT'S CRITICAL THINKING)

Iik Nurhikmayati

Abstract


ABSTRAK

Penelitian ini bertujuan mengkaji efektivitas bahan ajar berbasis scientific terhadap kemampuan berpikir kritis matematis siswa. Desain penelitian yang digunakan adalah eksperimen semu dengan rancangan pretest-postest non equivalent group design. Penelitian ini menggunakan dua kelompok penelitian yaitu kelas eksperimen dan kelas kontrol. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negari 1 Palasah Tahun ajaran 2018/2019. Sampel penelitian terdiri dari dua kelas yang diambil secara acak. Adapun kelas yang diperoleh adalah kelas VIII sebagai kelas eksperimen yang menggunakan bahan ajar berbasis scientific dan kelas VIII D sebagai kelas kontrol yang menggunakan bahan ajar biasa (tidak berbasis scientific). Uji one sample test digunakan untuk menguji efektivitas kedua bahan ajar. Analisis multivariate dengan Wilks’lambda digunakan untuk mengetahui terdapatnya perbedaan efektivitas kedua bahan ajar. Dikarenakan terdapat perbedaan efektivitas antara kedua bahan ajar, maka dilakukan uji lanjutan dengan analisis uji efektifitas univariat yang digunakan untuk menentukan mana yang lebih efektif di antara kedua bahan ajar terhadap kemampuan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa: 1) penggunaan bahan ajar berbasis scientific dan bahan ajar biasa sama-sama efektif terhadap kemampuan berpikir kritis siswa,2) terdapat perbedaan keefektifan antara kedua bahan ajar, dan 3) penggunaan bahan ajar berbasis scientific lebih efektif dibandingkan bahan ajar biasa (tidak berbasis scientific) terhadap kemampuan berpikir kritis siswa.

Kata kunci: bahan ajar, scientific, kemampuan berpikir kritis

ABSTRACT

This study aims to examine the effectiveness of scientific-based teaching material on students' mathematical critical thinking abilities. The research design used was a quasi-experimental design with a pretest-posttest non equivalent group design. This study used two research groups namely the experimental class and the control class. The population in this study was all eighth grade students of National Palasah 1 Junior High School 2018/2019. The study sample consisted of two classes taken randomly. The class obtained is class VIII as an experimental class that uses scientific based teaching material and class VIII D as a control class that uses ordinary teaching material (not scientific based). One sample test is used to test the effectiveness of both teaching material. Multivariate analysis with Wilks'lambda was used to determine the differences in the effectiveness of the two teaching material. Because there are differences in effectiveness between the two teaching material, then a further test is carried out with a univariate effectiveness test analysis that is used to determine which is more effective between the two teaching material towards students' critical thinking abilities. The results showed that: 1) the use of scientific-based teaching material and ordinary teaching material was equally effective against students' critical thinking skills, 2) there were differences in effectiveness between the two teaching material, and 3) the use of scientific-based teaching material was more effective than ordinary teaching material (not scientific based) on students' critical thinking skills.

Keywords: textbooks, scientific, critical thinking skills

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