PENERAPAN MODEL PEMBELAJARAN BERBASIS FENOMENA TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR FISIKA PESERTA DIDIK KELAS X SMA NEGERI 2 RANTEPAO KABUPATEN TORAJA UTARA - Pareken, Minarty; Palloan, Pariabti; Patandean, Agustinus Jarak (Jurnal Sains dan Pendidikan Fisika, 2015)
Abstract: Implementation of Phenomenon-Based Learning Model on Critical Thinking Skills and Learning Outcomes of Students Class X SMA Negeri 2 Rantepao North Toraja Regency. This research was a real experiment (true experimental design), with design  posstest only control group design that aims to determine the level of critical thinking skills and physics learning outcomes of students of class X SMA Negeri 2 Rantepao who were taught by using a model-based learning phenomenon that taught using conventional learning models, as well as to determine whether there were significant differences in critical thinking skills and physics learning outcomes of students who were taught by using phenomenon-based learning model and conventional learning models. The samples in this study were two classes, Xc as an experimental class and Xd as control class. Collected data were analyzed with descriptive and inferential statistics. Based on the results of the descriptive analysis, it was showed that scores of critical thinking skills and learning outcomes of students who were taught the phenomenon-based learning model were at the high category. While the students were taught by using conventional learning models were at a low category. Inferential analysis showed that the scores of critical thinking skills and learning outcomes of students come from populations which were normally distributed, homogeneous. According to t-test analyses, it was obtained that the H0 hypothesis was rejected and H1 hypothesis was accepted so it could be concluded that there were significant differences on critical thinking skills and learning outcomes between the students who were taught physics by using model-based phenomenon and the students who were taught by using conventional learning models.Keywords: phenomenon-based learning model, conventional learning model, critical thinking skill, learning outcome.Abstrak: Penerapan Model Pembelajaran Berbasis Fenomena terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Fisika Peserta Didik Kelas X SMA Negeri 2 Rantepao Kabupaten Toraja Utara. Penelitian ini merupakan  penelitian  sesungguhnya (True Experimental Design), dengan  desain Posstest Only Control Group Design yang  bertujuan untuk mengetahui seberapa besar keterampilan berpikir kritis dan hasil belajar fisika  peserta didik kelas X SMA Negeri 2 Rantepao yang diajar menggunakan model pembelajaran berbasis fenomena dan yang diajar menggunakan  model  pembelajaran  konvensional, serta untuk  mengetahui apakah  terdapat  perbedaan yang signifikan keterampilan  berpikir  kritis dan hasil belajar fisika peserta didik yang diajar menggunakan model pembelajaran berbasis fenomena dan model pembelajaran  konvensional. Sampel dalam penelitian ini adalah dua kelas Xc sebagai kelas eksperimen dan Xd sebagai kelas kontrol. Data yang diperoleh dianalisis dengan statistik deskriptif dan inferensial. Berdasarkan  hasil analisis deskriptif diperoleh bahwa skor keterampilan berpikir kritis dan hasil belajar peserta didik yang  diajar  model pembelajaran berbasis fenomena berada pada kategori tinggi sedangkan yang diajar menggunakan model pembelajaran  konvensional berada pada kategori sedang. Analisis inferensial menunjukkan bahwa skor keterampilan berpikir kritis dan hasil belajar peserta didik berasal dari populasi yang berdistribusi normal, bersifat homogen dan hasil perhitungan uji-t hipotesis H0 ditolak dan H1 diterima sehingga dapat disimpulkan bahwa terdapat perbedaan  yang  signifikan antara keterampilan berpikir kritis dan hasil belajar  fisika peserta didik yang diajar dengan menggunakan  model pembelajaran  berbasis  fenomena  dengan  peserta didik yang  diajar dengan  menggunakan model pembelajaran konvensional.Kata Kunci:  model pembelajaran berbasis fenomena, model pembelajaran konvensional, keterampilan berpikir kritis, hasil belajar