PENGARUH MODEL DIALOG TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF PESERTA DIDIK SMAN 2 TARUNA PAMONG PRAJA JAWA TIMUR - Bertha Andika Nora Aini (Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I), 2026)
The low reflective thinking skills of students in history learning, particularly their difficulty in analyzing arguments, weighing evidence, and drawing conclusions about historical events. Addressing this gap, the study aims to examine the influence of a dialogue-based learning model grounded in Paulo Freire's thought on students' reflective thinking skills at SMAN 2 Taruna Pamong Praja East Java, focusing on the topic of Indonesia's Struggle to Defend Independence. The research employed a quantitative approach with a quasi-experimental design, specifically a Nonequivalent Control Group Design, involving an experimental class and a control class selected through purposive sampling. Data were gathered through reflective thinking tests, classroom observation of the learning process, and questionnaires, which were then statistically analyzed. The findings show that students in the experimental class experienced a noticeable development in reflective thinking after engaging in a series of dialogic activities involving argument sharing, intergroup feedback, and collective reflection, whereas the control class, taught through conventional instruction, tended to move in the opposite direction. The gap between the two groups proved significant, although the improvement in the experimental class remained modest, as students were still becoming accustomed to constructing counterarguments and adapting to a dialogic mode of learning. These findings affirm that dialogue can serve as a meaningful space for cultivating students' reflective awareness, though a longer implementation period is needed for more optimal outcomes. ABSTRAK Rendahnya kemampuan berpikir reflektif peserta didik dalam pembelajaran sejarah, khususnya kesulitan dalam menganalisis argumen, menilai bukti, dan menarik kesimpulan atas peristiwa sejarah yang dipelajari. Berdasarkan kesenjangan tersebut, penelitian ini bertujuan menganalisis pengaruh model pembelajaran dialog yang berlandaskan pemikiran Paulo Freire terhadap kemampuan berpikir reflektif peserta didik di SMAN 2 Taruna Pamong Praja Jawa Timur pada materi Perjuangan Mempertahankan Kemerdekaan Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental berupa Nonequivalent Control Group Design, melibatkan kelas eksperimen dan kelas kontrol yang dipilih melalui teknik purposive sampling. Data dihimpun melalui tes kemampuan berpikir reflektif, observasi keterlaksanaan pembelajaran, dan angket, data dianalisis secara statistik. Hasil penelitian menunjukkan bahwa peserta didik pada kelas eksperimen mengalami perkembangan kemampuan berpikir reflektif setelah mengikuti rangkaian dialog yang meliputi penyampaian pendapat, tanggapan antarkelompok, dan refleksi bersama, sementara kelas kontrol yang mengikuti pembelajaran konvensional justru menunjukkan kecenderungan sebaliknya. Perbedaan capaian antara kedua kelompok terbukti signifikan, meskipun peningkatan pada kelas eksperimen masih tergolong terbatas karena peserta didik belum sepenuhnya terbiasa membangun argumentasi yang berbeda dan masih berada pada tahap adaptasi terhadap pola belajar dialogis. Temuan ini menegaskan bahwa dialog mampu menjadi ruang bermakna bagi tumbuhnya kesadaran reflektif peserta didik, meski memerlukan durasi penerapan yang lebih panjang agar hasilnya lebih optimal.