Implementasi pembelajaran flipped classroom berbasis strategi diferensiasi untuk meningkatkan keterampilan berpikir kritis peserta didik

I Made Yadnya Tresna Putra (SMA Negeri 6 Denpasar)

Indonesian Journal of Educational Development (IJED)
Vol. 2 No. 3 (2021): November 2021

Penelitian ini dilatarbelakangi oleh adanya permasalahan yang teridentifikasi di kelas XII IPA3 SMAN 6 Denpasar yaitu rendahnya keterampilan berpikir kritis peserta didik selama pembelajaran daring. Penelitian ini bertujuan meningkatkan keterampilan berpikir kritis peserta didik dan mendeskripsikan tanggapan peserta didik terhadap implementasi model pembelajaran flipped classroom berbasis strategi diferensiasi. Subjek penelitian ini adalah peserta didik kelas XII IPA3 SMAN 6 Denpasar pada semester ganjil tahun pelajaran 2021/2022 sebanyak 31 orang. Penelitian ini dilaksanakan dalam 2 siklus dan materi yang diajarkan adalah Listrik Dinamis. Data keterampilan berpikir kritis peserta didik dikumpulkan dengan tes keterampilan berpikir kritis. Penelitian ini dikatakan berhasil jika rata-rata keterampilan berpikir kritis peserta didik secara klasikal minimal dengan kategori baik serta ketuntasan klasikal minimal 85%. Tanggapan peserta didik dikumpulkan dengan angket tanggapan. Kriteria keberhasilan untuk tanggapan peserta didik adalah minimal berada pada kategori positif. Berdasarkan hasil analisis deskriptif menunjukkan bahwa, pertama terjadi peningkatan keterampilan berpikir kritis peserta didik yang dapat dilihat dari skor rata-rata siklus I sebesar 80,10 (kategori baik) dan skor rata-rata siklus II sebesar 82,12 (kategori baik). Kedua, tanggapan peserta didik terhadap implementasi pembelajaran flipped classroom berbasis strategi diferensiasi tergolong positif dengan skor rata-rata tanggapan peserta didik 58,48. This research was motivated by the problems identified in class XII IPA3 SMAN 6 Denpasar, namely the low critical thinking skills of students during online learning. This study aims to improve students' critical thinking skills and describe students' responses to the implementation of the flipped classroom learning model based on differentiation strategy. The subjects of this study were 31 students of class XII IPA3 SMAN 6 Denpasar in the odd semester of the 2021/2022 academic year. This research was carried out in 2 cycles and the material taught was Dynamic Electricity. Data on students' critical thinking skills were collected by means of a critical thinking skills test. This research is said to be successful if the average critical thinking skills of students classically are at least in the good category and classical completeness is at least 85%. Student responses were collected by means of a response questionnaire. The success criteria for student responses are at least in the positive category. Based on the results of the descriptive analysis showed that, first, there was an increase in students' critical thinking skills which could be seen from the average score of the first cycle of 80.10 (good category) and the second cycle average score of 82.12 (good category). Second, students' responses to the implementation of the flipped classroom learning based on differentiation strategy are positive with an average score of 58.48 students' responses.