<![CDATA[ABSTRAKPenelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa kelas VIII pada bidang matematika, dimana kemampuan berpikir kritis sangat diperlukan pada era globalisasi. Tujuan dalam penelitian ini adalah 1) mengetahui perbedaan peningkatan kemampuan berpikir kritis siswa antara yang memperoleh pembelajaran MEA, pembelajaran PBL dan pembelajaran konvensional; 2) mengetahui respon siswa selama proses pembelajaran matematika terhadap model pembelajaran MEA; dan 3) mengetahui respon siswa selama proses pembelajaran matematika terhadap model pembelajaran PBL. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain kelompok kontrol tidak ekuivalen (Non Equivalent Control Group Design) dan populasi yang digunakan adalah seluruh siswa Kelas VIII SMPN 26 Bandung tahun ajaran 2012/2013 dengan sampel sebanyak tiga kelas. Instrumen pada penelitian ini adalah instrumen tes dan instrumen non tes (berupa angket, lembar observasi dan jurnal harian). Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan peningkatan kemampuan berpikir kritis siswa antara yang memperoleh pembelajaran Means-Ends Analysis (MEA), pembelajaran Problem Based Learning (PBL) dan pembelajaran konvensional; 2) respon siswa selama proses pembelajaran matematika terhadap model pembelajaran MEA dan model pembelajaran PBL positif.ABSTRACTThe research was motivated by the lack of critical thinking ability at eighth grade students in mathematics, which critical thinking ability is needed in this era of globalization. The purposes of this research were 1) to know difference improvement critical thinking ability between students who obtained by MEA, PBL and conventional learning models, 2) to know students response during the process of learning mathematics toward MEA, and 3) to know students response during the process of learning mathematics toward PBL. The method of this research was quasi-experimental with non-equivalent control group design and the populations are all the eighth grade students of SMPN 26 Bandung in the academic year of 2012/2013 with three samples. The instruments of this research were test and non-test (such as questionnaires, observation sheets and daily journal). The results showed that 1) there were difference improvement critical thinking ability between students who obtained by Means-Ends Analysis (MEA), Problem Based Learning (PBL) and conventional learning models, 2) students response during the learning process of mathematics toward MEA and PBL was positive.]]>
