PENGARUH STRATEGI PROBLEM BASED LEARNING DAN MOTIVASI BERPRESTASI TERHADAP KETERAMPILAN BERPIKIR KRITIS - Supriyanto Supriyanto; Achmad Noor Fatirul; Djoko Adi Walujo (Unib Press, 2022)
ABSTRAK Tujuan penelitian ini yaitu: 1) untuk mengetahui hasil perbedaan kemampuan keterampilan berpikir kritis siswa antara diajar strategi problem based learning dengan inquiry. 2) mengetahui perbedaan antara motivasi berprestasi tinggi dan rendah terhadap keterampilan berpikir kritis siswa. 3) mengetahui perbedaan interaksi antara problem based learning dan motivasi berprestasi terhadap keterampilan berpikir kritis. Populasi penelitian ini 93 siswa kelas XI MIPA SMA Muhammadiyah 2 Surabaya. Sampel diambil secara acak. Sedangkan metode pengumpulan data dengan menggunakan instrument terdiri angket motivasi berprestasi dan tes hasil belajar untuk mengetahui keterampilan berpikir kritis siswa. Analisis data yang digunakan dengan teknik analisis varians dua jalur (ANAVA). Berdasarkan penyajian data dan pembahasan disimpulkan : 1) strategi pembelajaran problem based learning lebih baik dari pada inquiry terhadap keterampilan berfikir kritis siswa. 2) terdapat perbedaan yang signifikan antara motivasi berprestasi tinggi dan motivasi rendah terhadap keterampilan berpikir kritis siswa. 3) strategi pembelajaran dan motivasi berprestasi berpengaruh terhadap keterampilan berpikir kritis siswa. Kata kunci: problem based learning, inquiry, motivasi berprestasi, berpikir kritis ABSTRACT The aims of this research are: 1) to find out the results of differences in students' critical thinking skills between those taught with problem based learning and inquiry strategies. 2) knowing the difference between high and low achievement motivation on students' critical thinking skills. 3) find out the difference in the interaction between problem based learning and achievement motivation on critical thinking skills. The population in this study were 93 students of class XI MIPA SMA Muhammadiyah 2 Surabaya. Samples were taken randomly. While the data collection method using an instrument consisting of achievement motivation questionnaires and learning outcomes tests to determine students' critical thinking skills. Data analysis used two-way analysis of variance (ANAVA) technique. Based on data presentation and discussion, it can be concluded: 1) problem based learning strategy is better than inquiry on students’ critical thinking skills. 2) there is a significant difference between high achievement motivation and low motivation on strudents’ critical thinking skills. 3) learning strategies and achievement motivation have an effect on students’ critical thinking skills. Keywords: problem based learning, inquiry, achievement motivation, critical thinking