<![CDATA[Berpikir kritis adalah keterampilan berpikir tingkat tinggi yang diperlukan guna pengembangan keterampilan di abad ke-21. Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran kooperatif tipe Think Talk Write (TTW) berbasis mind map dapat meningkatkan keterampilan berpikir kritis peserta didik kelas VII pada salah satu sekolah menengah pertama di Kudus. Data diperoleh dari observasi dan wawancara. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek terdiri dari 34 siswa kelas VII F, sumber data berasal dari guru dan siswa serta Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Pada pratindakan mendapatkan ketuntasan klasikal 14,7% pada siklus I 5,8% dan pada siklus II 85,29%. Sedangkan untuk nilai per aspek pada siklus I memperoleh Aspek elementary clarification memperoleh persentase tertinggi dengan 54,7% kemudian aspek basic support memperoleh 47,6%, aspek advance clarification 35,8%, inference 28,8%, dan persentase dengan nilai terendah yaitu pada aspek strategies and tactics sebanyak 15,8% sedangkan pada siklus II memperoleh niilai aspek elementary clarification memperoleh persentase tertinggi dengan 95,8% kemudian aspek basic support memperoleh 94,4%, aspek advance clarification 88,2%, inference 79,4%, dan persentase dengan nilai terendah yaitu pada aspek strategies and tactics sebanyak 76,4%. Penerapan model in dapat meningkatkan keterampilan berpikir kritis dengan tercapainya ketuntasan klasikal lebih dari 70% dan didapatkan perolehan nilai per aspek yaitu dengan tercapainya target kenaikan 20% pada siklus I dan siklus IICritical thinking is a high-level thinking skill needed for the development of skills in the 21st century. This study aims to determine whether the cooperative learning model of the Think Talk Write (TTW) type based on mind maps can improve the critical thinking skills of class VII students at one of the junior high schools in Kudus. Data were obtained from observation and interviews. This type of research is Classroom Action Research (CAR) which is carried out in two cycles. The subjects consisted of 34 class VII F students, data sources came from teachers and students and data collection techniques used observation, interviews and documentation. In the pre-action, classical completeness was 14.7% in cycle I 5.8% and in cycle II 85.29%. Meanwhile, for the value per aspect in cycle I, the elementary clarification aspect obtained the highest percentage with 54.7%, then the basic support aspect obtained 47.6%, the advance clarification aspect 35.8%, inference 28.8%, and the percentage with the lowest value was in the strategies and tactics aspect as much as 15.8% while in cycle II, the elementary clarification aspect obtained the highest percentage with 95.8%, then the basic support aspect obtained 94.4%, the advance clarification aspect 88.2%, inference 79.4%, and the percentage with the lowest value was in the strategies and tactics aspect as much as 76.4%. The application of this model can improve critical thinking skills by achieving classical completeness of more than 70% and obtaining the value per aspect, namely by achieving the target increase of 20% in cycles I and II.]]>
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