Yuyu Rahayu, - (2022) PROFIL KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA KONSEP TEKANAN BERORIENTASI NOS (NATURE OF SCIENCE) MELALUI KOLABORATIF SHARING AND JUMPING TASK. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengungkap profil keterampilan berpikir kritis siswa melalui pembelajaran kolaboratif sharing dan jumping task pada konsep tekanan berbasis NoS. Metode penelitian yang digunakan adalah deskriptif kualitatif, dan analisis data melalui TBLA (Transcript Based Lesson Analisys). Penelitian dilaksanakan mengacu pada Didactical Design Research (DDR), yang terdiri atas tiga tahapan penelitian yaitu: analisis prospektif (sebelum pembelajaran), analisis metapedadidaktik (saat pembelajaran), analisis retrospektif (setelah pembelajaran). Lesson design yang dikembangkan kemudian di implementasikan di kelas VIII pada salah satu SMP di Kabupaten Sumedang. Implementasi dilaksanakan sebanyak dua kali pertemuan, pada sub konsep tekanan yaitu tekanan hidrostatis dan hukum pascal. Lesson design sharing & jumping task terdiri atas tiga tahapan pembelajaran: kegiatan pembuka, kegiatan inti (sharing task 1, sharing task 2 dan jumping task), dan kegiatan penutup. Pengumpulan dan analisis data dilakukan berdasarkan hasil observasi pembelajaran, dan rekaman (audio dan video). Hasil analisis aktivitas keterampilan berpikir kritis siswa berdasarkan Transcript Based Lesson Analysis (TBLA) menunjukkan bahwa implementasi pembelajaran kolaboratif sharing & jumping task pada materi tekanan berbasis NoS dapat mengungkap keterampilan berpikir kritis siswa dalam proses pembelajaran. Profil keterampilan berpikir kritis siswa yang terungkap berdasarkan indikator Ennis pada kegiatan pembuka pertemuan pertama sebanyak 2 indikator keterampilan berpikir kritis dengan frekuensi tertinggi sebesar 33,3%, sedangkan pada pertemuan kedua sebanyak 2 indikator keterampilan berpikir kritis dengan frekuensi tertinggi sebesar 37,5%. Pada kegiatan sharing task 1 pertemuan pertama teridentifikasi sebanyak 4 indikator keterampilan berpikir kritis siswa yang terungkap dengan frekuensi tertinggi sebesar 100 %. Sedangkan pada pertemuan kedua sebanyak 4 indikator keterampilan berpikir kritis dengan frekuensi tertinggi sebesar 100 %. Pada kegiatan sharing task 2 pertemuan pertama terungkap sebanyak 12 indikator keterampilan berpikir kritis siswa dengan frekuensi tertinggi sebesar 100 %. Sedangkan pada pertemuan kedua sebanyak 12 indikator keterampilan berpikir kritis siswa dengan frekuensi tertinggi sebesar 100 %. Pada kegiatan jumping task pertemuan pertama terungkap sebanyak 10 indikator keterampilan berpikir kritis siswa dengan frekuensi tertinggi sebesar 75 %. Sedangkan pada pertemuan kedua terungkap sebanyak 12 indikator keterampilan berpikir kritis dengan frekuensi tertinggi sebesar 81,3 %. Pada kegiatan penutup pertemuan pertama terungkap sebanyak 2 indikator keterampilan berpikir kritis siswa dengan frekuensi tertinggi sebesar 18,8 %. Sedangkan pada pertemuan kedua terungkap sebanyak 2 indikator keterampilan berpikir kritis siswa dengan frekuensi tertinggi sebesar 37,5 % . Kata kunci: Lesson design, pembelajaran kolaboratif sharing dan jumping task, keterampilan berpikir kritis, Tekanan, Nature of Science, Transcript Based Lesson Analysis (TBLA). This study aims to reveal the profile students' critical thinking skills through collaborative learning sharing and jumping tasks on the concept of pressure-based NoS. reveal the profile of students’ critical thinking skills during the collaborative learning sharing and jumping task of the pressure concept based on NoS. the descriptive qualitative research method was used in this study. And The collected data was analyzed by Transcript Based Lesson Analysis. The research was carried out referring to Didactical Design Research (DDR), It consist of three stages, namely prospective analysis (before learning), metapedadidactic analysis (during learning), and retrospective analysis (after learning). The lesson design that was developed then implemented in class VIII at one the junior high schools in Sumedang Regency. The implementation was carried out in two meetings, on the sub-concept of pressure, namely hydrostatic pressure and Pascal's law. The lesson design sharing & jumping task consists of three learning stages: opening activity, core activity (sharing task 1, sharing task 2, and jumping task), and closing activity. Data collection and analysis were carried out based on learning observations, and recordings (audio and video). It was found that the implementation collaborative learning sharing & jumping tasks on NoS-based pressure materials reveal students' critical thinking skills in the learning process. The profile of students' critical thinking skills that were revealed based Ennis indicator in the opening activity of the first meeting were 2 indicators with the highest frequency of 33.3%, while at the second meeting there were 2 indicators with the highest frequency of 37.5%. In the activity of sharing task 1, the first meeting identified as many as 4 indicators of students' critical thinking skills which were revealed with the highest frequency of 100%. While at the second meeting as many as 4 indicators with the highest frequency of 100%. In sharing task 2, the first meeting revealed 12 indicators of students' critical thinking skills with the highest frequency of 100%. While at the second meeting there were 12 indicators with the highest frequency of 100%. In the jumping task activity, the first meeting revealed as many as 10 indicators of students' critical thinking skills with the highest frequency of 75%. Meanwhile, at the second meeting, 12 indicators were revealed with the highest frequency of 81.3%. In the closing activity of the first meeting, it was revealed that there were 2 indicators of students' critical thinking skills with the highest frequency of 18.8%. Meanwhile, at the second meeting, it was revealed that there were 2 indicators of students' critical thinking skills with the highest frequency of 37.5%. Keywords: Lesson design, collaborative learning sharing and jumping tasks, critical thinking skills, Pressure, Nature of Science, Transcript Based Lesson Analysis (TBLA).
| Item Type: | Thesis (S2) |
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| Additional Information: | https://scholar.google.com/ https://scholar.google.co.id/citations?hl=en&user=kGcSxXUAAAAJ https://scholar.google.co.id/citations?hl=en&user=VnCABcoAAAAJ ID Sinta Dosen Pembimbing Asep Supriatna : 5978133 Riandi :5995561 |
| Uncontrolled Keywords: | Lesson design, pembelajaran kolaboratif sharing dan jumping task, keterampilan berpikir kritis, Tekanan, Nature of Science, Transcript Based Lesson Analysis (TBLA) |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | Yuyu Rahayu |
| Date Deposited: | 06 Sep 2022 02:01 |
| Last Modified: | 06 Sep 2022 02:01 |
| URI: | http://repository.upi.edu/id/eprint/77862 |
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