MELATIH KEMAMPUAN BERPIKIR KRITIS, KETERAMPILAN KOMUNIKASI DAN SELF EFFICACY SISWA MENGGUNAKAN MODEL SCIENTIFIC CRITICAL THINKING (SCT) - Rusmansyah Muhammad; Liana Wahyuni; Syahman Syahman; Husna Juwida (Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan, 2020)
Abstrak: Pembelajaran kimia yang dapat melatihkan kemampuan berpikir kritis, keterampilan komunikasi, dan self efficacy sangat dibutuhkan bagi siswa. Model Scietific Critical Thinking (SCT) salah satu model yang dapat diterapkan pada materi larutan penyangga di kelas XI MIPA SMAN 12 Banjarmasin. Penelitian ini bertujuan untuk mengetahui (1) kemampuan berpikir kritis (2) keterampilan komunikasi dan (3) self-efficacy terhadap penerapan model SCT pada materi larutan penyangga. Metode dalam penelitian ini adalah quasi experiment dengan desain penelitian post-test nonequivalent control group design. Sampel penelitian ini adalah siswa kelas XI MIPA 1 (kelas eksperimen) dan kelas XI MIPA 2 (kelas control). Variabel bebas adalah model SCT dan GDL, sedangkan variabel terikat adalah kemampuan berpikir kritis, keterampilan komunikasi dan self-efficacy. Pengumpulan data menggunakan teknik test dan non-test. Teknik analisis data menggunakan analisis deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa (1) ada peningkatan kemampuan berpikir kritis (2) ada peningkatan keterampilan komunikasi dan  (3) ada peningkatan self-efficacy. Kelas eksperimen lebih baik di banding kelas kontrol dalam melatih kemampuan berpikir kritis, keterampilan komunikasi, dan self-efficacy siswa dalam pembelajaran materi larutan penyangga. Abstract: Chemistry learning that can train critical thinking skills, communication skills, and self-efficacy was very much needed for students. The Scientific Critical Thinking (SCT) Model is one of the models that can be applied to buffer material in class XI MIPA SMAN 12 Banjarmasin. This study aims to determine (1) critical thinking skills, (2) communication skills, and (3) self-efficacy towards the application of the SCT model on buffer solution material. The method in this study is a quasi-experiment with a post-test nonequivalent control group design. This study were students of class XI MIPA 1 (experimental class) and class XI MIPA 2 (control class). The independent variables are the SCT and GDL models, while the dependent variable is the ability to think critically, communication skills, and self-efficacy. Data collection using test and non-test techniques. Data analysis techniques using descriptive and inferential analysis. The results showed that (1) there was an increase in critical thinking skills, (2) there was an increase in communication skills, and (3) there was an increase in self-efficacy. The experimental class is better than the control class in exercising students' critical thinking skills, communication skills, and self-efficacy in learning buffer solution material.