Celyna Isnaeni Septia Puspa, - (2024) PENGARUH MODEL SELF REGULATED LEARNING BERBANTUAN WORDWALL TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPS SISWA SMPN 61 KOTA BANDUNG. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Peserta didik dalam pembelajaran IPS diharapkan dapat mengemukakan berbagai pendapatnya dengan kritis ketika berdiskusi di pembelajaran abad-21, sehingga dapat berpengaruh pada peningkatan hasil belajar IPS. Fakta dilapangan menunjukkan kemampuan berpikir kritis dan hasil belajar IPS masih sangat rendah dikarenakan peserta didik relatif sedikit dalam menjawab dan mengemukakan pendapat untuk sebuah permasalahan, sehingga peserta didik merasa kesulitan dalam memahami permasalahan dengan kritis dalam pembelajaran IPS. Tujuan penelitian ini untuk melihat pengaruh model self regulated learning berbantuan wordwall terhadap kemampuan berpikir kritis dan hasil belajar IPS. Metode yang digunakan dalam penelitian ini yaitu kuasi eksperimen dengan rancangan Single-Group Interrupted Time-Series Design. Temuan penelitian ini menunjukkan bahwa terdapat pengaruh model self regulated learning berbantuan wordwall terhadap kemampuan berpikir kritis dan hasil belajar IPS siswa di SMP Negeri 61 Bandung yang ditunjukkan dari terdapatnya perbedaan kemampuan berpikir kritis dan hasil belajar IPS siswa sebelum dengan sesudah treatment menggunakan model self regulated learning berbantuan wordwall. Model pembelajaran self regulated learning berbantuan wordwall ini dapat digunakan dalam pendidikan abad-21 karena menekankan pendidikan yang berpusat pada siswa. Serta menguatkan bahwa salah satu teori yang melandasinya yaitu konstruktivisme, yang memiliki tiga prinsip yang harus dilaksanakan oleh guru yaitu mendorong kemandirian dan inisiatif siswa, pendidik harus mengajukan sebuah pertanyaan dan direspon oleh siswa dan mendorong siswa untuk berpikir tingkat tinggi yang di dukung oleh media interaktif wordwall dapat meningkatkan kemampuan berpikir kritis dan hasil belajar IPS. Students in social studies learning are expected to be able to express various opinions critically when discussing 21st century learning, so that they can have an impact on improving social studies learning outcomes. Facts in the field show that critical thinking skills and social studies learning outcomes are still very low because relatively few students can answer and express opinions on a problem, so students find it difficult to understand problems critically in social studies learning. The aim of this research is to see the effect of the self-regulated learning model assisted by wordwall on critical thinking skills and social studies learning outcomes. The method used in this research is a quasi-experiment with a Single-Group Interrupted Time-Series Design. The findings of this research show that there is an influence of the wordwall-assisted self-regulated learning model on students' critical thinking abilities and social studies learning outcomes at SMP Negeri 61 Bandung, as shown by the differences in students' critical thinking abilities and social studies learning outcomes before and after treatment using the assisted self-regulated learning model. wordwall. This wordwall-assisted self-regulated learning model can be used in 21st century education because it emphasizes student-centered education. As well as strengthening that, one of the underlying theories is constructivism, which has three principles that must be implemented by teachers, namely encouraging student independence and initiative, Educators must ask a question, and the student responds and encourages students to think at a higher level, which is supported by interactive media wordwall can improve critical thinking skills and social studies learning outcomes.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=id&user=61FJE_MAAAAJ&view_op=list_works&citft=1&citft=2&email_for_op=celynaisp%40upi.edu&authuser=1&gmla=AC6lMd8uKwIXqQIEkCvsmbtKPgcxWyg7W97gWoXU7nghaJGvlPR822kneisdmzCzPlNCnEIKV7TTf0-NSK2HuPtq5C9Ckeo8L5D80Mf3IR21hELlDhgvyYyW5GNU3pfuE3vklJRbHtd3zwKYFBpXE_Y21UwdgQ3dhG6HbYXhf98kE18YAJGan4hWHc1ZGMiCH4_BcVJ2oR2QuKZSAdC-Mq4_P2cr1OjTeuUlHbzVTNLVLohFhpQZIsVJy93jUS1DC7C0KBjKDPAMZ_MAtJpFUZ4 ID SINTA Dosen Pembimbing: Dadang Sundawa: 5990764 Yeni Kurniawati Sumantri: 6123152 |
| Uncontrolled Keywords: | Kemampuan Berpikir Kritis, Self-Regulated Learning, Hasil Belajar IPS, Wordwall Critical Thinking Skills, Self-Regulated Learning, Social Studies Learning Outcomes, WordWall |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Ilmu Pengetahuan Sosial-S2 |
| Depositing User: | Celyna Isnaeni Septia Puspa |
| Date Deposited: | 10 Sep 2024 19:15 |
| Last Modified: | 10 Sep 2024 19:15 |
| URI: | http://repository.upi.edu/id/eprint/123668 |
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