Marianus Tapung, - (2018) MODEL EMANCIPATORY LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS (ELKBK) SISWA SMP MENGENAI PERMASALAHAN SOSIAL PADA PEMBELAJARAN IPS : Studi Pengembangan Pada Smp/Mts Di Kota Ruteng. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Upaya memecahkan dan mengendalikan permasalahan sosial merupakan tanggung jawab pembelajaran IPS di SMP. Salah satu cara untuk mendukung upaya tersebut adalah dengan memberdayakan keterampilan berpikir kritis siswa. Dengan memberdayakan keterampilan berpikir kritisnya, siswa dapat mencermati permasalahan sosial, menganalisis dampak dan sebab, menafsirkan faktor-faktor yang turut mempengaruhi munculnya permasalahan sosial tersebut, membuat solusi, merefleksikan maknanya bagi kehidupan dan memikirkan tindakan-tindakan praktis untuk menanganinya. Agar pemberdayaan keterampilan berpikir kritis ini berjalan efektif, maka dikembangkan pembelajaran Emansipatori. Tujuannya, memampukan siswa memahami materi dengan tuntas, memiliki sikap dan pemikiran kritis, serta bertindak secara kritis ketika berhadapan dengan berbagai bentuk permasalahan sosial. Setelah dilakukan kegiatan pengembangan dan penerapan dengan metode R&D pada enam sekolah SMP di Kota Ruteng, maka tergambarlah efektivitas model ini. Penelitian dan pengembangan Model EL-KBK ini telah menggambarkan pelaksanaan pembelajaraan yang efektif, efisien dan tercapainya hasil belajar siswa. Data menunjukkan adanya perbaikan kinerja guru dan secara klasikal rata-rata aktivitas siswa mengalami peningkatan yang baik. Pembelajaran model EL-KBK telah mendukung bertumbuhnya partisipasi aktif siswa dan meningkatnya keterampilan berpikir kritis siswa dalam membahas permasalahan social dan upaya pengendaliannya. Peningkatan ini didukung oleh hasil analisis kualitatif dan kuantitatif yang menggambarkan bahwa rata-rata nilai hasil pretest dan postetest keterampilan berpikir kritis siswa mengalami peningkatan secara signifikan. Bagi guru, model ini merupakan inovasi baru yang mendukung bertumbuhnya semangat guru dalam mengajar dan meningkatnya partisipasi aktif siswa dalam belajar. Siswa antusias mengikuti pembelajaran IPS ketika materi dikaitkan dengan fakta sosial yang terjadi di sekitarnya. Secara nurturan, model EL-KBK selain telah efektif meningkatkan keterampilan berpikir kritis, juga telah turut mengembangkan kecerdasan majemuk siswa, seperti kecerdasan sosial, spasial, interpersonal, dan linguistik. Lebih dari itu, siswa dan guru memiliki kesadaran baru dalam menghargai dan mencintai lingkungan sosial dan berusaha untuk membebaskan lingkungan sekolahnya dari berbagai permasalahan sosial.-- Efforts to solve and control social problems are the responsibility of social studies teaching and learning in junior high school. One way to support such efforts is by empowering students’ critical thinking skills. With critical thinking skills, students can look at social problems, analyze their impacts and causes, interpret the factors that influence their emergence, make solutions, reflect their meaning to life, and think of practical actions to handle the problems. For effective empowerment of critical thinking skills, emancipatory learning was developed. The goal is to enable students to understand the material thoroughly, have critical thinking attitudes and skills, and act critically when dealing with various forms of social problems. After conducting the Research & Development method at two junior high schools in Ruteng City, the effectiveness of this model was analyzed. The research and development of the EL-CTS Model has demonstrated an effective and efficient implementation of teaching and learning, and the achievement of desired student learning outcomes. The data show improvement in teacher performance and the general average of student active participation. EL model has supported the growth of active student participation and increased critical thinking skills of students in discussing social issues and efforts of managing them. This improvement is proved by the results of qualitative and quantitative analyses which show that the average scores of pretest and posttest of students’ critical thinking skills have significantly improved.For teachers, this model is an innovation that supports the growing motivation of teachers in teaching and increases students’ active participation in learning. Students enthusiastically follow social studies teaching and learning when the materials are associated with social facts occurring around them. In addition, the EL-CTS model has been effective in improving critical thinking skills and has also contributed to the development of students’ multiple intelligences, such as social, spatial, interpersonal, and linguistic intelligences. Moreover, students and teachers gain a new awareness in respecting and loving the social environment and trying to free their school environment from various social problems.
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | No. Panggil : D IPS MAR p-2018; Promotor : I. Enok Maryani; Co Promotor: I. Nana Supriatna; NIM : 1502326 |
| Uncontrolled Keywords: | Emancipatory Learning, Keterampilan Berpikir Kritis, Permasalahan Sosial.-- Critical Thinking Skills, Social Problems |
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPS S-3 |
| Depositing User: | Rika Maysani |
| Date Deposited: | 09 Aug 2019 07:05 |
| Last Modified: | 09 Aug 2019 07:05 |
| URI: | http://repository.upi.edu/id/eprint/37411 |
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