PENGARUH MODEL PROBLEM BASED LEARNING MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SMP

Abstract

Abstrak: Pembelajaran saat ini menekankan pada keterampilan berpikir tingkat tinggi (HOTS). Hal yang berkaitan kecakapan yang harus dilatih kepada siswa adalah berpikir kritis. Namun, keterampilan berpikir kritis masih jarang diutamakan dalam kegiatan pembelajaran di Indonesia. Tujuan dalam penelitian ini yaitu mengkaji dampak model Problem Based Learning melalui pendekatan Contextual Teaching and Learning terhadap keterampilan berpikir kritis siswa SMP. Jenis penelitiannya adalah quasi experiment dengan desain penelitian pretest-posttest control group. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa di kelas eksperimen lebih unggul dibandingkan dengan siswa di kelas kontrol. Berdasarkan hasil data uji Independent Sample T-test diperoleh nilai signifikansi (2-tailed) sebesar 0,020 yang menunjukkan nilai signifikansi ttabel (2,400 >1,675) yang menunjukkan bahwa H0 ditolak dan Ha diterima bahwa rerata nilai kelas eksperimen dan kelas kontrol memiliki perbedaan. Berdasar bahan keterangan yang didapat, dapat disimpulkan bahwa model Problem Based Learning dengan pendekatan Contextual Teaching and Learning (CTL) memiliki pengaruh signifikan terhadap keterampilan berpikir kritis siswa SMP. Abstract: Current learning emphasizes higher-order thinking skills (HOTS). One of the crucial skills that need to be developed in students is critical thinking. However, critical thinking skills are still rarely prioritized in the learning activities in Indonesia. The objective of this study is to examine the impact of the Problem-Based Learning (PBL) model through the Contextual Teaching and Learning (CTL) approach on the critical thinking skills of junior high school students. This type of research is a quasi-experiment with a pretest-posttest control group design. The results of the study show that the critical thinking skills of students in the experimental class are superior to those in the control class. Based on the Independent Sample T-test, the significance value (2-tailed) was 0.020, indicating a significance value 1.675), indicating that H0 is rejected and Ha is accepted, meaning there is a difference in the average scores between the experimental class and the control class. Based on the obtained information, it can be concluded that the Problem-Based Learning model with the Contextual Teaching and Learning (CTL) approach has a significant impact on the critical thinking skills of junior high school students.

Keywords

• critical thinking
• pbl model, ctl