Lingga Thursina Fajriyati, - (2024) MODEL DISCOVERY LEARNING DENGAN DIFERENSIASI PROSES UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMA PADA MATERI FLUIDA STATIS. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_FIS_2001044_Title.pdf Download (875kB) |
|
Text
S_FIS_2001044_Chapter1.pdf Download (475kB) |
|
Text
S_FIS_2001044_Chapter2.pdf Restricted to Staf Perpustakaan Download (830kB) |
|
Text
S_FIS_2001044_Chapter3.pdf Download (1MB) |
|
Text
S_FIS_2001044_Chapter4.pdf Restricted to Staf Perpustakaan Download (849kB) |
|
Text
S_FIS_2001044_Chapter5.pdf Download (294kB) |
|
Text
S_FIS_2001044_Appendix.pdf Restricted to Staf Perpustakaan Download (8MB) |
Abstract
Penelitian ini didasari oleh fakta bahwa siswa memiliki kemampuan berpikir kritis yang masih rendah dalam menyelesaikan permasalahan fisika. Dari hasil data yang telah dikumpulkan mengenai kemampuan berpikir kritis siswa yang masih kurang dan tanggapan siswa mengenai pembelajaran fisika tentunya dipengaruhi oleh gaya belajar yang dimiliki oleh masing-masing siswa tersebut. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis dan tanggapan siswa. Penelitian ini menggunakan metode kuantitatif dengan desain one-group pretest-posttest. Sampel 35 siswa di salah satu SMA Negeri Kota Bandung dipilih dengan menggunakan teknik purposive sampling. Instrumen kemampuan berpikir kritis materi fluida statis berbentuk pilihan ganda, lembar observasi keterlaksanaan model pembelajaran dan kuesioner. Teknik analisis yang digunakan pada penelitian ini diantaranya analisis keterlaksanaan pembelajaran, uji N-Gain dan rasch model. Hasil nilai berdasarkan aspek kemampuan berpikir kritis siswa sebelum diberikan treatment memiliki nilai elementary clarification 36,67, basic support 50,00, inference 72,86, advance clarification 71,43, strategy and tactics 38,57 dan nilai rata-rata 51,63. Kemudian, setelah diberikan treatment memiliki nilai elementary clarification 77,14, basic support 82,86, inference 93,33, advance clarification 97,14, strategy and tactics 52,86 dan nilai rata-rata meningkat menjadi 80,86 dengan N-Gain 0,61 dengan kategori sedang. Partisipan memberikan tanggapan positif serta keterlaksanaan model pembelajaran yang sangat baik dengan presentase 89%. Jadi dapat disimpulkan bahwa model Discovery Learning dengan Pendekatan Diferensiasi Proses dapat meningkatkan kemampuan berpikir kritis siswa pada materi fluida statis. This research is based on the fact that students have low critical thinking skills in solving physics problems. From the results of the data that has been collected regarding students' critical thinking skills which are still lacking and students' responses regarding learning physics are of course influenced by the learning style of each student. This research aims to determine the increase in students' critical thinking skills and responses. This research uses quantitative methods with a one-group pretest-posttest design. A sample of 35 students at one of the Bandung City State High Schools was selected using purposive sampling techniques. Instruments for critical thinking skills using static fluid material are in the form of multiple choices, observation sheets on the implementation of learning models and questionnaires. The analysis techniques used in this research include learning implementation analysis, N-Gain test and Rasch model. The results of the scores based on aspects of students' critical thinking abilities before being given treatment had elementary clarification scores of 36,67, basic support 50,00, inference 72,86, advance clarification 71,43, strategy and tactics 38.57 and an average score of 51.63 . Then, after being given treatment, it had a value of elementary clarification 77,14, basic support 82,86, inference 93,33, advance clarification 97,14, strategy and tactics 52,86 and the average value increased to 80,86 with N-Gain 0,61 in the medium category. Participants gave positive responses and the implementation of the learning model was very good with a percentage of 89%. So it can be concluded that the Discovery Learning model with the Process Differentiation Approach can improve students' critical thinking skills in static fluid material.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=new_articles&hl=en&imq=Lingga+Thursina+Fajriyati# ID SINTA Dosen Pembimbing Winny Liliawati: 257924 Amsor: 6681838 |
| Uncontrolled Keywords: | Discovery Learning, Diferensiasi Proses, Gaya Belajar, Kemampuan Berpikir Kritis Discovery Learning, Process Differentiation, Learning Style, Critical Thinking Ability |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika |
| Depositing User: | Lingga Thursina Fajriyati |
| Date Deposited: | 02 May 2024 02:29 |
| Last Modified: | 02 May 2024 02:29 |
| URI: | http://repository.upi.edu/id/eprint/117021 |
Actions (login required)
 |
View Item |