PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN IPA MELALUI MODEL PROBLEM BASED LEARNING (PBL) PADA PESERTA DIDIK KELAS VII SMP NEGERI 1 TURI IMPROVEMENT OF CRITICAL THINKING ABILITY IN NATURAL SCIENCE LEARNING WITH PROBLEM BASED LEARNING (PBL) MODEL ON STUDENTS VII GRADER IN SMP NEGERI 1 TURI - Dzikriya, Anisati; Wilujeng, Insih; Hastuti, Purwanti Widhy (Jurnal TPACK IPA, 2017)
Penelitian ini bertujuan untuk mengetahui; (1) keterlaksanaan model PBL dalam meningkatkan kemampuan berpikir kritis, (2) peningkatan kemampuan berpikir kritis dengan model PBL, dan (3) respon peserta didik terhadap model PBL. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus tindakan. Instrumen pengumpulan data meliputi lembar observasi keterlaksanaan PBL, lembar observasi kemampuan berpikir kritis, soal test evaluasi, dan angket respon peserta didik terhadap pembelajaran. Data yang diperoleh kemudian dianalisis menggunakan n-gainscore dan deskriptif persentase. Hasil: (1) keterlaksanaan model PBL pada siklus I terlaksana sebesar 79% (baik) dan pada siklus II terlaksana sebesar 100% (sangat baik), (2) kemampuan berpikir kritis pada siklus I dan siklus II meningkat setelah pembelajaran dengan rerata persentase ketercapaian indikator berturut-turut sebesar 61,2% (cukup) dan 91,4% (sangat baik), dan (3) pembelajaran menggunakan model PBL mendapat respon “Baik” dengan persentase 78% dari peserta didik.Kata kunci: Kemampuan Berpikir Kritis, Model PBLThis research aims to know;(1) the implementation of PBL model in improving the critical thinking skills, (2) the improvement of critical thinking skills with PBL model, and (3) the response of students to the PBL model. This study is a classroom action research conducted in two cycles of action. The instruments of data collection include observation sheet of PBL implementation, critical thinking ability observation sheet, evaluation test, and questionnaire of student's response to learning. The data obtained were then analyzed using N-gainscore and descriptive percentage technique. Results: (1) the implementation of PBL model in cycle I obtained the percentage 73% (good) and in cycle II obtained percentage 91% (very good), (2) critical thinking ability in cycle I and cycle II increased after learning with PBL model with the average of indicator achievement percentage 61.2% (enough) and 91, 4% (excellent), and (3) learning using PBL model get "Good" responses with percentage 78% from students.Keywords: critical thinking ability, PBL Model