Hapsari, Sri (2016) PENGARUH KOMPETENSI GURU MELALUI IKLIM KELAS DAN SELF REGULATION TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KREATIF SISWA DALAM PEMBELAJARAN IPS SMPN DI TANGERANG SELATAN. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan penelitian ini adalah untuk mengetahui faktor-faktor yang mempengaruhi kemampuan berpikir kritis dan berpikir kreatif siswa. Populasi penelitian adalah siswa SMP Negeri di Kota Tangerang Selatan. Penarikan sampel dilakukan dengan teknik proportional random sampling dengan ukuran sampel sebanyak 401 siswa dan metode yang digunakan adalah metode kuantitatif strategi survey. Data dikumpulkan dengan menggunakan kuesioner dan tes berpikir kritis dan berpikir kreatif, sedangkan analisis data menggunakan Structual Equation Modelling (SEM). Berdasarkan hasil analisis data, diperoleh hasil penelitian sebagai berikut: (1) Kompetensi guru yang meliputi kompetensi pedagogik, kompetensi profesional, dan kompetensi kepribadian sebagai faktor yang mempengaruhi secara langsung iklim kelas dan mempengaruhi secara tidak langsung kemampuan berpikir kritis dan berpikir kreatif siswa. Kompetensi profesional memiliki pengaruh paling besar terhadap iklim kelas, diikuti kompetensi pedagogik dan terakhir kompetensi kepribadian; (2) Kompetensi guru yang meliputi kompetensi pedagogik, kompetensi profesional, dan kompetensi kepribadian sebagai faktor yang mempengaruhi secara langsung self regulation dan mempengaruhi secara tidak langsung kemampuan berpikir kritis dan berpikir kreatif siswa. Kompetensi profesional memiliki pengaruh paling besar terhadap self regulation, diikuti kompetensi pedagogik dan terakhir kompetensi kepribadian; (3) Berpikir kritis dipengaruhi secara positif oleh iklim kelas dan self regulation. Dengan demikian, semakin positif iklim kelas maka semakin tinggi kemampuan berpikir kritis siswa yang berdampak pada semakin terasahnya kemampuan siswa dalam berpikir reflektif. Variabel yang paling besar pengaruhnya terhadap berpikir kritis adalah iklim kelas. (4) Berpikir kreatif dipengaruhi secara positif oleh iklim kelas dan self regulation. Variabel yang paling besar pengaruhnya terhadap berpikir kreatif adalah self regulation. Dapat disimpulkan bahwa semakin tinggi self regulation maka semakin tinggi kemampuan siswa dalam berpikir kreatif yang berdampak pada peningkatan kreativitas siswa.;--- The purpose of this research is to find the factors influencing students’ critical and creative thinking skills. The population consisted of students of state junior high schools in South Tangerang City. Sample was taken with proportional random sampling technique with a size of 401 students, and the method employed was quantitative with survey strategy. Data were collected through questionnaire and critical and creative thinking skill test, while the analysis used the Structural Equation Modeling (SEM). Based on results of data analysis, it was found that: (1) Teacher competencies, covering pedagogical competency, professional competency, and personal competency, were the factors directly influencing classroom climate and indirectly influencing students’ critical and creative thinking skills. Professional competency had the greatest influence on classroom climate, followed by pedagogical competency and personal competency; (2) Teacher competencies encompassing pedagogical, professional, and personal competencies, were the factors directly influencing self-regulation and indirectly influencing students’ critical and creative thinking skills. Professional competency had the greatest influence, followed by pedagogical competency and finally personal competency; (3) Critical thinking was positively influenced by classroom climate and self-regulation. Hence, the more positive the classroom climate is, the higher students’ critical thinking skills will be, which will impact on the increasingly honed students’ reflective thinking skills. The variable with the greatest influence on critical thinking was classroom climate; (4) Creative thinking was positively influenced by classroom climate and self-regulation, with self-regulation as the variable with the greatest influence on creative thinking. It can be concluded that the higher the self-regulation is, the higher students’ creative thinking will be, which will impact on students’ increased creativity.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
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| Additional Information: | No Panggil: D IPS HAP p 2016 Pembimbing: I. Dadang Supardan, II. Agus Rahayu |
| Uncontrolled Keywords: | kompetensi guru, kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian, iklim kelas, self regulation, berpikir kritis, berpikir kreatif, pembelajaran IPS, Teacher competencies, pedagogical competency, professional competency, personal competency, classroom climate, self-regulation, critical thinking, creative thinking, social studies teaching and learning. |
| Subjects: | H Social Sciences > H Social Sciences (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPS S-3 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 31 Aug 2017 07:50 |
| Last Modified: | 31 Aug 2017 07:50 |
| URI: | http://repository.upi.edu/id/eprint/25515 |
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