Ginting, Katrin Amelia Br (2014) SIKLUS BELAJAR EMPIRIS-INDUKTIF UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA TOPIK LAJU REAKSI. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengukur peningkatan keterampilan berpikir kritis siswa pada topik laju reaksi melalui pembelajaran siklus belajar empiris-induktif. Metode yang digunakan adalah kuasi eksperimen. Desain penelitian yang digunakan adalah pretest and posttest nonequivalent control group design, dengan subjek penelitan sebanyak 61 siswa kelas XI IPA yang terbagi kedalam dua kelas yaitu kelas eksperimen yang diberi perlakuan dengan pembelajaran menggunakan siklus belajar empiris-induktif dan kelas kontrol menggunakan pembelajaran konvensional, di salah satu SMA swasta di kota Bandung, Jawa Barat. Pengumpulan data penelitian dilakukan melalui instrumen lembar soal pilihan ganda beralasan sebanyak 15 butir soal dan angket. Soal tersebut dikembangkan berdasarkan indikator keterampilan berpikir kritis yang diteliti yakni memfokuskan pertanyaan, mengobservasi dan mempertimbangkan laporan observasi, mendefinisikan istilah dan mempertimbangkan definisi, membuat dan mengkaji nilai-nilai hasil pertimbangan. Peningkatan berpikir kritis untuk seluruh indikator keterampilan berpikir kritis pada siswa berdasarkan n-gain yang diperoleh tergolong kedalam kategori tinggi pada kelas eksperimen sedangkan pada kelas kontrol n-gain yang diperoleh tergolong pada kategori sedang. Indikator yang terlihat paling tinggi pada kelas eksperimen adalah membuat dan mengkaji nilai-nilai hasil pertimbangan, kemudian diikuti dengan mendefinisikan istilah dan mempertimbangkan suatu definisi, memfokuskan pertanyaan dan urutan peningkatan terakhir terdapat pada indikator mengobservasi dan mengkaji nilai-nilai hasil pertimbangan. This study purposes to measure students’ critical thinking development skill in reaction rate topic through empiric-inductive learning cycle. The research used is quasi-experimental. The research design using pretest and posttest nonequivalent control group design, with 61 students of XI science classses as subject and grouped into an experimental group who is given empiric-inductive learning cycle treatment and a control group who is given conventional learning treatment, in a private senior high school at Bandung, West Java. Besides, the data collection has been done by using 15 multiple choice with reasons test and questionnaire. The tests were developed based on critical thinking skill indicators which are observed, those are focusing in a question, observing and judging observation report, defining terms and judging a definition, making and investigating the judging was results. The development of students’ critical thinking skill for all indicators was based on n-gain achievement that included into high category in experimental group. On the other hand, n-gain achievement of the control group categorized into average category. The highest indicators in the experimental group were making and investigating the judging was results, defining terms and judging a definition, focusing in a question, and the last is observing and judging observation report.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No panggil : S KIM Gin S-2014 |
| Uncontrolled Keywords: | siklus belajar empiris-induktif, berpikir kritis, laju reaksi |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Kimia > Program Studi Pendidikan Kimia |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 02 Feb 2015 05:38 |
| Last Modified: | 02 Feb 2015 05:38 |
| URI: | http://repository.upi.edu/id/eprint/12439 |
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