KEMAMPUAN BERPIKIR KRITIS MODEL SCAFFOLDING DAN PROBLEM BASED INSTRUCTION MEMPERHATIKAN GAYA BELAJAR - Yesi Puspita Sari; Edy Purnomo; Tedi Rusman (JEE (Jurnal Edukasi Ekobis), 2016)
The purpose of this research was to know the difference of critical thinking skils, the interaction of the use of cooperative learning model of Scaffolding and Problem Based Instruction by considering the student's learning style. Research methodology used in this research was experiments with comparative approach. The experimental methods were divided into two, which is true experiment and quasi experiment. The methodology that was used in this research was quasi experiment. Data collection was done, by using test. The data which were collected by test of critical thinking skills were analyzed by using SPSS program. Based on analysis of the data, it obtained the result that there is a difference in critical thinking skills and the interaction of the use of cooperative learning model of Scaffolding type and Problem Based Intruction by considering the student's learning style.Tujuan penelitian ini untuk mengetahui perbedaan kemampuan berpikir kritis, interaksi penggunaan model pembelajaran kooperatif tipe Scaffolding dan PBI (Problem Based Instruction) dengan memperhatikan gaya belajar. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian eksperimen dengan pendekatan komparatif. Metode eksperimen dibedakan menjadi dua, yaitu eksperimen murni (True Eksperimen) dan eksperimen semu (Quasi Eksperimen). Metode yang digunakan pada penelitian ini adalah metode eksperimen semu (quasi eksperimen). Pengumpulan data dilakukan tes. Data yang terkumpul melalui tes berpikir kritis diolah dengan program SPSS. Berdasarkan analisis data diperoleh hasil bahwa ada perbedaan berpikir kritis dan interaksi penggunaan model pembelajaran kooperatif tipe scaffolding dan PBI dengan memperhatikan gaya belajar siswa .Kata kunci: berpikir kritis, gaya belajar, problem based instruction, scaffolding