Pengaruh Penggunaan Metode Student Facilitator And Explaining Dalam Pembelajaran Kooperatif Terhadap Kemampuan Pemecahan Masalah Matematik Dan Kemampuan Berpikir Kritis Matematik Siswa SMK Di Kota Tasikmalaya - Muslim, Siska Ryane (Jurnal Pendidikan dan Keguruan, 2014)
Penelitian ini bertujuanÂ untuk mengetahui pengaruh penggunaan model pembelajaran kooperatif Student Facilitator and Explaining terhadap kemampuan pemecahan masalah matematik dan kemampuan berpikir kritis matematik siswa. Penelitian ini merupakan eksperimen, dengan populasi seluruh siswa Sekolah Menengah Kejuruan di Kota Tasikmalaya. Pengambilan sampel menggunakan teknik random sampling dan dipilih sampel dua kelas X. Kelas eksperimen diberikan pembelajaran kooperatif dengan metode Student Facilitator and Explaining, dan kelas kontrol diberikan pembelajaran langsung. Instrumen yang digunakan adalah seperangkat tes yang mengukur kemampuan Â pemecahan masalah dan kemampuan berpikir kritis matematik. Dari hasil penelitian dapat disimpulkan bahwa kemampuan pemecahan masalah dan kemampuan berpikir kritis matematik pada kelompok siswa yang mengikuti pembelajaran kooperatif Student Facilitator and Explaining lebih baik daripada kelompok siswa yang mengikuti pembelajaran langsung; terdapat perbedaan kemampuan pemecahan masalah dan kemampuan berpikir kritis matematik siswa pada kelompok atas, tengah, dan bawah yang memgikuti pembelajaran kooperatif dengan metode Student Facilitator and Explaining; serta terdapat korelasi positif antara kemampuan pemecahan masalah dan kemampuan berpikir kritis matematik siswa yang mengikuti pembelajaran kooperatif dengan metode Student Facilitator and Explaining. Â Kata kunci: Pembelajaran Langsung, Model Pembelajaran Kooperatif, Metode Student Facilitator and Explaining, Kemampuan Pemecahan Masalah Matematik, Kemampuan Berpikir Kritis Matematik.Â ABSTRACTÂ This experimental study was aimed at investigating the effect of the use of Student Facilitator and Explaining type of cooperative learning model on studentsâ Â Â mathematical problem-solving and critical thinking. The population was the vocational school students in Tasikmalaya city, while the randomly selected sample was two classes of grade X. The experimental class was treated through cooperative learning model with Student Facilitator and Explaining method, whereas the control class was treated through direct instruction. Test on mathematical problem solving and critical thinking abilities was administered to both groups after the treatment. The results showed that studentsâ mathematical problem solving and critical thinking abilities who participated in the instruction appliying cooperative learning model with Student Facilitator and Explaining method were better than those students treated through direct instruction. In the groups of students who participated in instructions applying the model of cooperative learning with Student Facilitator and Explaining methods, there were differences in the problem solving and critical thinking abilities of the top, middle, and lower students, as well as a positive correlation between studentsâ mathematical problem solving and critical thinking abilities.Â Keywords: Direct Instruction, Cooperative Learning Model, Method of Student Facilitator and Explaining, Mathematical Problem Solving Ability, Mathematical Critical Thinking.