KOMPARASI HASIL PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR SISWA IPS

Acep Acep (Universitas Indraprasta PGRI)
Abdurahman Abdurahman (Universitas Indraprasta PGRI)

SOCIAL : Jurnal Inovasi Pendidikan IPS
Vol. 6 No. 3 (2026)

ABSTRACT Critical thinking and learning independence are essential competencies in Social Studies (IPS) learning, requiring the selection of appropriate instructional models. This study aimed to analyze differences in students’ critical thinking skills and learning independence through the implementation of Discovery Learning, Problem Solving, and conventional instruction at SMP Pelita 1 Depok. The study employed a quasi-experimental method with a Pretest–Posttest Nonequivalent Control Group Design. The sample consisted of 111 seventh-grade students selected through cluster random sampling, with 37 students in each group. Data were collected using essay tests and a four-point Likert-scale questionnaire, then analyzed using ANOVA and the LSD post hoc test with SPSS 26. The results indicated significant differences among groups in critical thinking and learning independence (p < 0.05). Regarding critical thinking, Discovery Learning and Problem Solving differed significantly from conventional instruction but did not differ significantly from each other. Regarding learning independence, Discovery Learning differed significantly from both Problem Solving and conventional instruction, whereas Problem Solving did not differ significantly from conventional instruction. These findings indicate that the two models produce different patterns of achievement, suggesting that their selection should be aligned with the learning objectives of Social Studies instruction. ABSTRAK Kemampuan berpikir kritis dan kemandirian belajar merupakan kompetensi penting dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) yang memerlukan pemilihan model pembelajaran sesuai. Penelitian ini bertujuan menganalisis perbedaan kemampuan berpikir kritis dan kemandirian belajar siswa melalui penerapan Discovery Learning, Problem Solving, dan pembelajaran konvensional di SMP Pelita 1 Depok. Penelitian menggunakan metode kuasi eksperimen dengan desain Pretest–Posttest Nonequivalent Control Group Design. Sampel terdiri atas 111 siswa kelas VII yang dipilih melalui cluster random sampling, dengan masing-masing kelompok berjumlah 37 siswa. Data dikumpulkan menggunakan tes uraian dan angket Likert empat poin, kemudian dianalisis melalui ANOVA dan uji lanjut LSD menggunakan SPSS 26. Hasil penelitian menunjukkan adanya perbedaan signifikan antarkelompok pada kemampuan berpikir kritis dan kemandirian belajar (p < 0,05). Pada kemampuan berpikir kritis, Discovery Learning dan Problem Solving berbeda signifikan dari pembelajaran konvensional, tetapi tidak berbeda signifikan satu sama lain. Pada kemandirian belajar, Discovery Learning berbeda signifikan dari Problem Solving dan pembelajaran konvensional, sedangkan Problem Solving tidak berbeda signifikan dari pembelajaran konvensional. Temuan ini menunjukkan bahwa kedua model memiliki pola capaian berbeda, sehingga pemilihannya perlu disesuaikan dengan tujuan pembelajaran IPS.