Email this article 
Analisis Kemampuan Berpikir Kritis Siswa SMP
Abstract
The ability to think critically must be owned by the student in order to face various personal and social problems in his life. The ability to think critically is the ability to think reflectively and reason in decision making. This research is a qualitative descriptive research with the aim to describe students' ability in construct critical thinking. The subjects of the study were the students of class VIII A SMPN 1 Delanggu Klaten regency for the academic year 2016/2017 which amounted to 29 students. The critical thinking instrument developed from the critical thinking of Ennis (2011). The instrument consists of 15 descriptions of the ability to think which consists of 13 aspects. The question instrument used has been validated by an expert lecturer. The analysis is done on the student's answers and is categorized into four categories: True (true), Partially correct (C), Correct (partially incorrect), and Incorrect (S). The results showed that students' critical thinking ability was low. This proves that students' critical thinking skills still need to be trained further in order to be improved.
Kemampuan berpikir kritis harus dimiliki oleh siwa agar dapat menghadapi berbagai permasalahan personal maupun sosial dalam kehidupannya. Kemampuan berpikir kritis adalah kemampuan berpikir reflektif dan beralasan dalam mengambil keputusan. Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan untuk mendeskripsikan kemampuan siswa dalam konstruk pemikiran kritis. Subjek penelitian adalah siswa kelas VIII A SMPN 1 Delanggu Kabupaten Klaten tahun pelajaran 2016/2017 yang berjumlah 29 siswa. Instrumen kemampua berpikir kritis dikembangkan dari kemampua berpikir kritis Ennis (2011). Instrumen berupa 15 soal uraian kemampuan berpikir yang terdiri atas 13 aspek. Instrumen soal yang digunakan telah divalidasi oleh dosen ahli. Analisis dilakukan terhadap jawaban siswa dan dikategorikan ke dalam empat kategori yaitu benar/correctly (B), cukup benar/ partially correct (C), kurang benar/partially incorrect (K), dan salah/ incorrect (S). Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa rendah. Hal ini membuktikan bahwa kemampuan berpikir kritis siswa masih perlu dilatihkan lebih lanjut agar dapat ditingkatkan.
Keywords
Full Text:
PDFReferences
Azizmalayeri, K., Misrshjafari, E., Sharif, M., Asgari, M., & Omidi, M. (2012). The Impact of Guided Inquiry Methods of Teaching on The Critical Thinking of High School Students. Journal of Education and Practice, 3(10), 42—48. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/view/2530.
Choy, S. C., & Cheah, P. K. (2009). Teacher Perception of Critical Thinking Among Students and Its Influence on Higher Education. International Journal of Teaching and Learning in Higher Education, 20(2), 198—206. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE336.pdf.
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Disposition and Abilities. Last Revised. Emeritus Proffessor: University of Illinois.
Duron, R., Limbach, B., & Waugh., W. (2006). Critical Thinking Framework for Any Discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160—166. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE55.pdf.
Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Millbrae: Measured Reasons and The California Academic Press.
Jack, G. U. (2013). Concept Mapping and Guided Inquiry as Effective Techniques for Teaching Difficult Concepts in Chemistry: Effect on Students’ Academic Achievement. Journal of Educational and Practice, 4(5), 9—16. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/view/4782.
Kaleiloglu, F., & Gulbahar, Y. (2014). The Effect of Instructional Techniques on Critical Thinking Disposition in Online Discussion. Educational Technology & Society, 17(1), 248—258.
Kazempour, E. (2013). The Effects of Inquiry-Based Teaching on Critical Thinking of Students. Journal of Social. Issues & Humanities, 1(3), 23—27.
Kurniawati, I. D., Wartono., & Diantoro, M. (2014). Pengaruh Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction terhadap Penguasaan Konsep dan Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan Fisika Indonesia, 10(1), 34—46. DOI: http://dx.doi.org/10.15294/jpfi.v10i1.3049.
Kurniawati, Z. L., Zubaidah, S., & Mahanal, S. (2016). Model Pembelajaran Remap CS (Cooperative Scrift) untuk Pemberdayaan Keterampilan Berpikir Kritis Siswa. Proceeding Biology Education Conference, 13(1), 399—403.
Normaya, K. 2015. Kemampuan Berpikir Kritis dalam Pembelajaran Matematika dengan Menggunakan Model JUCAMA di Sekolah Menengah Pertama. Edu-Mat Jurnal Pendidikan Matematika. 3(1), 92—104. Retrieved from http://ppjp.unlam.ac.id/journal/index.php/edumat/article/view/634/542.
Patonah, S. (2014). Elemen Bernalar Tujuan pada Pembelajaran IPA Melalui pendekatan Metakognitif Siswa SMP. Jurnal Pendidikan IPA Indonesia, 3(2), 128—133. DOI: http://dx.doi.org/10.15294/jpii.v3i2.3111.
Prihartiningsih., Zubaidah, S., & Kusairi. (2016). Kemampuan Berpikir Kritis Siswa SMP pada Materi Klasifikasi Makhluk Hidup. Prosiding Seminar Nasional Pendidikan IPA Pascasarjana UM, (1)1053—1062.
Sukmadinata, N. S. (2015). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.
Yuliati, L. (2013). Efektivitas Bahan Ajar IPA Terpadu terhadap Kemampuan Berpikir Tingkat Tinggi Siswa SMP. Jurnal Pendidikan Fisika Indonesia, 9(1), 55—57. DOI: http://dx.doi.org/10.15294/jpfi.v9i1.2580.
DOI: http://dx.doi.org/10.17977/jptpp.v3i2.10490
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Lilis Nuryanti, Siti Zubaidah, Markus Diantoro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
