TY  - THES
A1  - Ina Mutmainah, -
A1  - Sandi Budi Iriawan, -
A1  - Mubarok Somantri, -
Y1  - 2025/08/05/
UR  - https://repository.upi.edu/
N2  - Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Thinking Actively in a Social Context (TASC) dalam meningkatkan kemampuan berpikir kritis peserta didik fase C sekolah dasar. Metode yang digunakan adalah kuantitatif dengan desain one-group pretest-posttest. Subjek penelitian berjumlah 20 peserta didik kelas V di salah satu SD di Kecamatan Sukagalih, Kota Bandung. Instrumen penelitian berupa tes berpikir kritis berbasis Higher Order Thinking Skills (HOTS) yang dikembangkan berdasarkan enam indikator Facione, yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri. Data dianalisis menggunakan uji paired sample t-test dan analisis skor N-Gain. Hasil penelitian menunjukkan adanya peningkatan skor pretest ke posttest pada seluruh peserta didik. Hasil uji paired sample t-test menunjukkan perbedaan yang signifikan dengan nilai signifikansi < 0,001. Rata-rata skor N-Gain sebesar 0,6629 termasuk kategori sedang ke tinggi. Dengan demikian, diperoleh simpulan bahwa model TASC terbukti berpengaruh positif dan signifikan dalam meningkatkan kemampuan berpikir kritis peserta didik sekolah dasar. Penelitian lanjutan disarankan untuk menggunakan desain dengan kelompok pembanding dan cakupan sampel yang lebih luas, serta mengkaji efektivitas jangka panjang penerapan model TASC.

This study aims to examine the effect of the Thinking Actively in a Social Context (TASC) learning model on enhancing critical thinking skills of elementary school students in Phase C. The research employed a quantitative approach with a one-group pretest-posttest design. The participants consisted of 20 fifth-grade students from an elementary school in Sukagalih District, Bandung City. The research instrument was a critical thinking test based on Higher Order Thinking Skills (HOTS), developed with reference to Facione?s six indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were analyzed using a paired sample t-test and N-Gain score analysis. The results revealed an improvement in students? posttest scores compared to their pretest scores. The paired sample t-test indicated a significant difference with a significance value of < 0.001. The average N-Gain score was 0.6629, which falls into the medium-to-high category. Therefore, it can be concluded that the TASC model has a positive and significant effect on improving elementary school students? critical thinking skills. Further research is recommended to employ a comparative group design with a larger sample size, as well as to investigate the long-term effectiveness of the TASC model in critical thinking instruction.
ID  - repoupi136238
M1  - other
KW  - Model Thinking Actively in a Social Context (TASC)
KW  -  Berpikir Kritis
KW  -  Sekolah Dasar
KW  -  Peserta didik Fase C
KW  -  Pembelajaran IPAS

Thinking Actively in a Social Context (TASC) model; Critical Thinking; Elementary School; Phase C Students; Science and Social Studies (IPAS) Learning
PB  - Universitas Pendidikan Indonesia
AV  - restricted
N1  - https://scholar.google.com/citations?view_op=list_works&hl=en&user=lY15u8gAAAAJ

ID SINTA Dosen Pembimbing:
Sandi Budi Iriawan: 6753110
Mubarok Somantri: 6667697
TI  - PENGARUH MODEL THINKING ACTIVELY IN A SOCIAL CONTEXT (TASC) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK FASE C PADA PEMBELAJARAN IPAS
ER  -