<![CDATA[Pembelajaran yang diterima mahasiswa calon guru biologi harus mendorong untuk berpikir kritis dan mampu menjadi problem solver. Salah satu pembelajaran yang secara teoritis dapat menstimulasi berpikir kritis adalah model pembelajaran OIDDE (Orientation, Identify, Discussion, Decision, dan Engage in behavior). Penelitian ini bertujuan mendeskripsikan penerapan model pembelajaran OIDDE dan menganalisis peningkatan sepuluh indikator keterampilan berpikir kritis. Jenis penelitian merupakan Penelitian Tindakan Kelas yang dilaksanakan dengan Lesson Study. Subjek penelitian adalah 47 mahasiswa semester V yang menempuh mata kuliah Pengetahuan Lingkungan di Program Studi Pendidikan Biologi Universitas Muhammadiyah Malang. Penelitian dilaksanakan dalam 2 siklus tindakan, setiap siklus terdiri dua kali pertemuan selama 3x50 menit. Masing-masing pertemuan dilaksanakan dengan Lesson Study yang memenuhi tahap Plan, Do, dan See serta digabungkan dengan tindakan kelas. Analisis data dilakukan secara deskriptif kualitatif, didukung dengan data kuantitatif. Hasil penelitian menunjukkan bahwa 1) model pembelajaran OIDDE telah dilaksanakan sesuai sintaks, ada perbaikan proses pada tiap siklus, dan 2) kesepuluh indikator keterampilan berpikir kritis mengalami peningkatan, yaitu tujuan 16,9%, permasalahan 17,8%, menyikapi masalah 22,3%, sudut pandang 24,3%, informasi 19,5%, konsep 21,2%, asumsi 12,5%, alternatif solusi 8,1%, interpretasi 21,0%, dan implikasi 21,8%. Semua indikator pada siklus 2 berdasarkan rerata termasuk dalam kategori sangat baik. OIDDE Learning Model in Environmental Science Course to Increase Critical Thinking Skills of Students of Biology Teacher Candidate. Learning received by biology teacher candidates students should encourage them to think critically and become problem solver. The learning model that theoretically could stimulate critical thinking is the OIDDE (Orientation, Identify, Discussion, Decision, dan Engage in behavior). This study aim to describe the application of OIDDE learning model and to analyze the improvement of ten indicators of critical thinking skills. This research was a Classroom Action Research that conducted with Lesson Study. The research subject is 47 students, semester V, who take Environmental Science course in Biology Education Department, University of Muhammadiyah Malang. The study was conducted in 2 cycles, each cycle consisting of two meetings for 3x50 minutes. Each meeting is carried out with Lesson Study stages of Plan, Do, and See and combined with classroom action research. The data were analyzed descriptively qualitative supported with quantitative data. The results show that 1) OIDDE learning model has been implemented in according to syntax, the process improved in each cycle, and 2) ten indicators of critical thinking skills have increased, i.e. objective 16.9%, problem 17.8%, address the problem 22.3%, viewpoint 24.3%, information 19.5%, concept 21.2%, assumption 12.5%, alternative solution 8.1%, interpretation 21.0%, and implications 21.8%. All indicators in cycle 2 based on the average are excellent category.]]>
