Syifa Mardliyah, - (2025) PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN PENCAPAIAN KEINGINTAHUAN (CURIOSITY) SISWA KELAS VIII DALAM PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL POGIL. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Kemampuan berpikir kritis merupakan keterampilan berpikir yang menggabungkan penalaran, refleksi, dan kemampuan untuk menyaring informasi penting, menghubungkan ide-ide, menarik kesimpulan, dan menilai asumsi. Keingintahuan adalah keinginan dalam diri seseorang untuk mengeksplorasi hal-hal yang belum diketahui untuk memperoleh informasi dan pengalaman baru. Kemampuan berpikir kritis dan keingintahuan penting untuk dimiliki siswa namun cenderung belum tercapai. Tujuan dari penelitian ini adalah untuk mengkaji perbedaan peningkatan kemampuan berpikir kritis dan pencapaian keingintahuan siswa kelas VIII melalui model POGIL ditinjau dari keseluruhan dan kemampuan awal matematis. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen. Sampel penelitian ini adalah siswa kelas VIII pada salah satu SMP di kabupaten Bandung berjumlah 46 siswa. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan pencapaian kemampuan berpikir kritis matematis antara siswa yang memperoleh pembelajaran model POGIL dengan siswa yang memperoleh pembelajaran DI ditinjau secara keseluruhan serta berdasarkan kemampuan awal matematis tinggi dan sedang, (2) Terdapat perbedaan peningkatan kemampuan berpikir kritis matematis antara siswa yang memperoleh pembelajaran model POGIL dengan siswa yang memperoleh pembelajaran DI ditinjau secara keseluruhan serta berdasarkan kemampuan awal matematis tinggi dan sedang, (3) Terdapat perbedaan pencapaian curiosity matematis antara siswa yang memperoleh pembelajaran model POGIL dengan siswa yang memperoleh pembelajaran DI ditinjau secara keseluruhan serta berdasarkan kemampuan awal matematis rendah, (4) Terdapat perbedaan pencapaian kemampuan berpikir kritis matematis siswa yang memperoleh pembelajaran model POGIL berdasarkan kemampuan awal matematis, (5) Terdapat perbedaan peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh pembelajaran model POGIL berdasarkan kemampuan awal matematis, (6) Terdapat perbedaan pencapaian curiosity matematis siswa yang memperoleh pembelajaran POGIL berdasarkan kemampuan awal matematis, (7) Tidak terdapat pengaruh interaksi antara penerapan model pembelajaran (Model POGIL dan DI) dan kemampuan awal matematis (tinggi, sedang, rendah) terhadap peningkatan kemampuan berpikir kritis siswa, (8) Tidak terdapat pengaruh interaksi antara penerapan model pembelajaran (Model POGIL dan DI) dan kemampuan awal matematis (tinggi, sedang, rendah) terhadap pencapaian curiosity matematis siswa. Critical thinking ability is a thinking skill that combines reasoning, reflection, and the ability to filter important information, connect ideas, draw conclusions, and assess assumptions. Curiosity is the desire within a person to explore the unknown to gain new information and experiences. Critical thinking skills and curiosity are important for students to have but tend not to be achieved. The purpose of this study was to examine the differences in the improvement of critical thinking skills and the achievement of curiosity of grade 8 students through the POGIL model in terms of overall and initial mathematical ability. This research used a quantitative method with quasi experimental design. The sample of this study was 8th grade students at one of the junior high schools in Bandung district totalling 46 students. The results showed that (1) There is a difference in the achievement of mathematical critical thinking ability between students who get POGIL model learning and students who get DI learning in terms of overall and based on high and medium mathematical initial abilities, (2) There is a difference in the improvement of mathematical critical thinking ability between students who get POGIL model learning and students who get DI learning in terms of overall and based on high and medium mathematical initial abilities, (3) There is a difference in the achievement of mathematical curiosity between students who get POGIL model learning and students who get DI learning in terms of overall and based on low mathematical initial abilities, (4) There is a difference in the achievement of mathematical critical thinking ability of students who get POGIL model learning based on mathematical initial ability, (5) There is a difference in the improvement of mathematical critical thinking ability of students who get POGIL model learning based on mathematical initial ability, (6) There is a difference in the achievement of mathematical curiosity of students who get POGIL learning based on mathematical initial ability, (7) There is no interaction effect between the application of learning models (POGIL and DI models) and initial mathematical abilities (high, medium, low) on the improvement of students' critical thinking skills, (8) There is no interaction effect between the application of learning models (POGIL and DI models) and initial mathematical abilities (high, medium, low) on the achievement of students' mathematical curiosity.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=en&authuser=1&user=VWDWLbUAAAAJ ID SINTA Dosen Pembimbing: Tatang Herman: 5986217 Sufyani Prabawanto: 5995121 |
| Uncontrolled Keywords: | Kemampuan Berpikir Kritis, Keingintahuan, Pembelajaran Matematika, Model POGIL Critical Thinking Ability, Curiosity, Mathematics Learning, POGIL Model |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2 |
| Depositing User: | Syifa Mardliyah |
| Date Deposited: | 06 Feb 2025 02:36 |
| Last Modified: | 06 Feb 2025 02:36 |
| URI: | http://repository.upi.edu/id/eprint/130328 |
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