Herlina, Erwin (2014) PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN ENTALPI DAN PERUBAHAN ENTALPI MENGGUNAKAN MODEL PROBLEM SOLVING. S1 thesis, Universitas Pendidikan Indonesia.
|
Text
S_KIM_0902203_Title.pdf Download (14kB) | Preview |
|
|
Text
S_KIM_0902203_Abstract.pdf Download (327kB) | Preview |
|
|
Text
S_KIM_0902203_Table_of_content.pdf Download (319kB) | Preview |
|
|
Text
S_KIM_0902203_Chapter1.pdf Download (353kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_KIM_0902203_Chapter2.pdf Restricted to Staf Perpustakaan Download (653kB) |
|
|
Text
S_KIM_0902203_Chapter3.pdf Download (698kB) | Preview |
|
|
Text
S_KIM_0902203_Chapter5.pdf Restricted to Staf Perpustakaan Download (259kB) |
|
|
Text
S_KIM_0902203_Bibliography.pdf Download (356kB) | Preview |
|
|
Text
S_KIM_0902203_Appendix.pdf Restricted to Staf Perpustakaan Download (599kB) |
Abstract
Model problem solving dipercaya dapat melatih dan mengembangkan keterampilan berpikir kritis siswa, karena itu dilakukan penelitian dengan tujuan untuk mengetahui pencapaian keterampilan berpikir kritis siswa, dan indikator keterampilan berpikir kritis apa saja yang dikembangkan pada pembelajaran entalpi dan perubahan entalpi menggunakan model problem solving. Metode penelitian yang digunakan adalah pre-eksperimen tipe one shot case dengan instrumen berupa soal tes. Soal tes yang digunakan mengembangkan 11 indikator keterampilan berpikir kritis.Pengukuran setiap indikator diwakili oleh masing-masing subindikatornya. Subjek penelitian adalah siswa kelas XI di salah satu SMA Negeri kota Cimahi dengan jumlah siswa sebanyak 40 orang. Hasil penelitian menunjukkan bahwa secara keseluruhan rata-rata pencapaian keterampilan berpikir kritis siswa tergolong kategori baik dengan persentase sebesar 67,7%. Keterampilan berpikir kritis pada seluruh siswa untuk masing-masing indikator yang termasuk kategori baik meliputi: (1) memfokuskan pertanyaan; (2) menganalisis argumen; (3) mengobservasi dan mempertimbangkan hasil observasi; (4)menginduksi dan mempertimbangkan hasil induksi; (5) mendefinisikan istilah; (6) mempertimbangkan suatu definisi tertentu; (7) menentukan suatu tindakan tertentu. Sedangkan keterampilan berpikir kritis siswa untuk masing-masing indikator yang termasuk kategori cukup meliputi: (1) bertanya dan menjawab pertanyaan; (2) mempertimbangkan apakah sumber dapat dipercaya atau tidak dalam memberikan alasan; (3) mendeduksi dan mempertimbangkan hasil deduksi; (4) berinteraksi dengan orang lain. Indikator yang paling berkembang, yaitu menganalisis argumen, dengan subindikator mengidentifikasi kesimpulan memperoleh hasil sebesar 97,5% yang termasuk kategori sangat baik. Pencapaian keterampilan berpikir kritis pada siswa kategori tinggi termasuk dalam kategori sangat baik, siswa kategori sedang termasuk dalam kategori baik dan siswa kategori rendah termasuk dalam kategori cukup.;--- Problem solving model is believed to practice and develop student’s critical thinking skill, therefore research was conducted in order to determine the achievement of student’s critical thinking skill and what are the development indicator for critical thinking skill on enthalpy and entalphy change matter by problem solving model. The reaserch methods used is pre-experiment type one shot case with the instrument is a test problem. The test problem used is develop 11 critical thinking skill indicator. Measurement of each indicator is represented by each sub-indicator that adapted to the enthapy and enthalpy change matter used problem solving model. This subject reasearch is class XI student at once Senior High School in Cimahi with total student is 40 students. The outcome research indicate that all of achievement student’s critical thinking skill came under good categories with percentage about 67.7%. The achievement of critical thinking skill for all student on each critical thinking indicator came under good categories include: the indicator for question; analyse the argument; observe and consider the results of observation;inducing and consider the results of induction; define the terminology; consider the definition; determine an action. While the achievement of critical thinking skill for all student on each critical thinking indicator came under adequate categories include:ask and answer the question; consider whether the source is reliable or not in giving reasons; deducing and consider the results of deduction; and interact with other peoples. The most development indicator is analyse argument of enthalphy and enthalpy change, on sub-indicator identified the conclusion is about 97.5% which includes the excellent categories. The achievement of critical thinking skills for students achieving the categories of high includes the excellent categories, for students achieving the categories of medium includes the good categories, and for students achieving the categories of low includes the adequate categories
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No.panggil : S KIM HER p-2014; Pembimbing : I.Hernani, II.Titin Supriyanti. |
| Uncontrolled Keywords: | Berpikir Kritis, Entalpi dan Perubahan Entalpi, Problem Solving, Critical Thinking Skills, Enthalpy and Entalpi Change, Problem Solving. |
| Subjects: | L Education > LB Theory and practice of education Q Science > QD Chemistry |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Kimia > Program Studi Pendidikan Kimia |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 09 Nov 2017 07:53 |
| Last Modified: | 09 Nov 2017 07:53 |
| URI: | http://repository.upi.edu/id/eprint/27788 |
Actions (login required)
 |
View Item |