Santoso, Herto (2019) PENGARUH MODEL PROBLEM BASED LEARNING DENGAN PRE-LEARNING READING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA (Penelitian Kuasi Eksperimen terhadap Siswa Kelas V pada Materi Kenampakan Alam di SDN Cilimbangan dan Citimun II Kecamatan Cimalaka Kabupaten Sumedang ). S1 thesis, UNIVERSITAS PENDIDIKAN INDONESIA.
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Abstract
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa sekolah dasar. model Problem Based Learning (PBL) dengan Pre-Learning Reading dipilih sebagai solusi untuk meningkatkan kemampuan berpikir kritis siswa. Tujuan dari penelitian ini untuk mengetahui peningkatan kemampuan berpikir kritis melalui model PBL dengan pre-learning reading; mengetahui peningkatan kemampuan berpikir kritis melalui pembelajaran konvensional; mengetahui tingkat perbedaan berpikir kritis antara siswa yang belajar dengan model PBL dengan pre-learning reading dan siswa dengan pembelajaran konvensional; mengetahui respons siswa mengenai model PBL dengan pre- learning reading. Desain penelitian ini adalah kuasi eksperimen dengan nonequivalent control group design. Instrumen yang digunakan adalah soal tes kemampuan berpikir kritis dan angket respons siswa. Hasil dari penelitian menunjukkan bahwa model PBL dengan pre-learning reading dan pembelajaran konvensional mampu meningkatkan kemampuan berpikir kritis, dalam hal meningkatkan kemampuan berpikir kritis, model PBL dengan pre-learning reading lebih baik dibandingkan dengan pembelajaran konvensional dan siswa di kelas eksperimen memberikan respons positif terhadap penggunaan model Problem-Based Learning dengan Pre-Learning Reading. Kata Kunci: model Problem-Based Learning, Pre-Learning Reading, kemampuan berpikir kritis This research is motivated by the lack of critical thinking skills of elementary school students. Problem Based Learning (PBL) models with Pre-Learning Reading were chosen as a solution to improve students' critical thinking skills. The purpose of this study was to determine the improvement of critical thinking skills through PBL models with pre-learning reading; knowing the improvement of critical thinking skills through conventional learning; knowing the level of difference in critical thinking between students who study with the PBL model with pre-learning reading and students with conventional learning; knowing students' responses to PBL models with pre-learning reading. The design of this study was quasi-experimental with nonequivalent control group design. The instruments used were questions of critical thinking skills and student response questionnaires. The results of the study show that the PBL model with pre- learning reading and conventional learning can improve critical thinking skills, in terms of improving critical thinking skills, PBL models with pre-learning reading are better than conventional learning and students in the experimental class respond positively to use of the Problem-Based Learning model with Pre-Learning Reading. Keywords: problem-based learning, pre-learning reading, critical thinking skills.
| Item Type: | Thesis (S1) |
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| Subjects: | L Education > L Education (General) |
| Divisions: | UPI Kampus Sumedang > PGSD Kelas UPI Kampus Sumedang |
| Depositing User: | UPI Kampus Sumedang |
| Date Deposited: | 14 Aug 2019 08:03 |
| Last Modified: | 14 Aug 2019 08:03 |
| URI: | http://repository.upi.edu/id/eprint/37469 |
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