PEMANFAATAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR UNTUK MENINGKATKAN KETERAMPILAN BERFIKIR KRITIS SISWA - Ni Wayan Nila Sri Lestari; Arwin Achmad; Rini Rita T. Marpaung (Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 2014)
The objective of this research was to find the improvement of student’s critical thinking skill by the use of school environment. This research used pretest-posttest non-equivalent research method. Samples were class VII3 and class VII4 and they were taken using purposive sampling technique. The quantitative data were obtained from pretest, posttest and N-gain, and they were processed using tests of normality, homogeneity, t1, t2, and U. The qualitative data were students’ learning activities and questionnaires of students’ responses and they were processed descriptively. The results showed that the use of school environment could improve student’s critical thinking skill. This could be seen from N-gain 67.91 that was higher and different significantly and 80.21% students’ learning activities. The aspect of cooperation with classmates was the highest activity of students. In addition, most of students (±65%) expressed positive responses. The conclusion is that the use of school environment could improve the students’ critical thinking skills and students’ learning activities at ecosystem subject material. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kritis siswa melalui pemanfaatan lingkungan sekolah. Desain penelitian adalah pretest-postest non ekuivalen. Sampel penelitian adalah kelas VII3 dan VII4 dipilih secara purposive sampling. Data kuantitatif diperoleh dari pretest, posttest, dan N-gain diolah menggunakan uji normalitas, homogenitas, t1, t2, dan U. Data kualitatif berupa aktivitas belajar dan angket tanggapan siswa diolah secara deskriptif. Hasil penelitian menunjukkan bahwa pemanfaatan lingkungan sekolah dapat meningkatkan keterampilan berpikir kritis siswa dilihat dari N-gain 67,91 lebih tinggi serta berbeda signifikan dan aktivitas belajar siswa sebesar 80,21%,  aspek bekerjasama dengan teman merupakan aktivitas tertinggi dari siswa. Selain itu, sebagian besar siswa (±65%) memberikan tanggapan positif. Dengan demikian pemanfaatan lingkungan sekolah dapat meningkatkan keterampilan berpikir kritis dan aktivitas belajar siswa pada materi pokok ekosistem.Kata kunci  :  ekosistem, keterampilan berpikir kritis, lingkungan sekolah, sumber belajar.