Implementasi Model Project Based Learning dan Discovery Learning terhadap Hasil Belajar dan Keterampilan Berpikir Kritis Siswa pada Pengajaran Laju Reaksi - Hura, Finisman Widodo; Simatupang , Lisnawaty (Lembaga Penelitian dan Pemberdayaan Masyarakat, 2026)
Abstrak Rendahnya efektivitas pembelajaran kimia, khususnya pada materi laju reaksi, berimplikasi pada belum optimalnya hasil belajar dan keterampilan berpikir kritis siswa. Penelitian ini bertujuan menganalisis perbedaan hasil belajar dan keterampilan berpikir kritis antara siswa yang mengikuti pembelajaran menggunakan model Project Based Learning (PjBL) dan Discovery Learning (DL), serta mengkaji hubungan antara keterampilan berpikir kritis dengan hasil belajar pada kedua model tersebut. Penelitian dilakukan pada dua kelas XI SMA Negeri 1 Percut Sei Tuan yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa tes hasil belajar sebanyak 20 soal pilihan ganda dan rubrik penilaian laporan untuk mengukur keterampilan berpikir kritis. Analisis data menggunakan uji independent t-test dan korelasi Product Moment. Hasil penelitian menunjukkan bahwa rata-rata posttest kelas PjBL mencapai 84,17 ± 6,31 dengan N-gain 0,73 ± 0,09, sedangkan kelas DL memperoleh 80,33 ± 6,56 dengan N-gain 0,70 ± 0,09. Rata-rata keterampilan berpikir kritis pada kelas PjBL sebesar 82,03 ± 3,91, lebih tinggi dibandingkan kelas DL sebesar 78,49 ± 4,12. Pengujian hipotesis menunjukkan adanya perbedaan signifikan hasil belajar dan keterampilan berpikir kritis, dengan nilai t = 3,417 pada keterampilan berpikir kritis. Korelasi antara keterampilan berpikir kritis dan hasil belajar tergolong positif, yaitu r = 0,464 pada PjBL dan r = 0,594 pada DL. Temuan ini menunjukkan bahwa model PjBL lebih efektif dalam meningkatkan hasil belajar sekaligus mengembangkan keterampilan berpikir kritis pada materi laju reaksi. Implementation of Project Based Learning and Discovery Learning Models on Students Learning Outcomes and Critical Thinking Skills in Teaching Reaction Rates The low effectiveness of chemistry instruction, particularly in the topic of reaction rates, has contributed to students' poor learning outcomes and critical thinking skills. This study aimed to examine the differences in learning outcomes and critical thinking skills between students taught using the Project-Based Learning (PjBL) model and those taught using the Discovery Learning (DL) model, as well as to investigate the correlation between critical thinking skills and learning outcomes under both instructional approaches. The study involved two Grade XI classes at SMA Negeri 1 Percut Sei Tuan selected through purposive sampling. Research instruments consisted of a 20-item multiple-choice achievement test and a report assessment rubric to measure critical thinking skills. Data were analyzed using an independent samples t-test and Pearson's Product-Moment correlation analysis. The results revealed that the PjBL group achieved a higher posttest mean score (84.17 ± 6.31) with an N-gain of 0.73 ± 0.09, compared to the DL group (80.33 ± 6.56; N-gain = 0.70 ± 0.09). Likewise, the average critical thinking score was higher in the PjBL group (82.03 ± 3.91) than in the DL group (78.49 ± 4.12). A significant difference was found in critical thinking skills (t = 3.417, p < 0.05). Furthermore, positive correlations were identified between critical thinking skills and learning outcomes in both the PjBL group (r = 0.464) and the DL group (r = 0.594). These findings indicate that Project-Based Learning is more effective than Discovery Learning in improving students' academic achievement and critical thinking skills in learning reaction rates.