Email this article 
Pengaruh Gender terhadap Kemampuan Berpikir Kritis Siswa SMA Program IPS pada Mata Pelajaran Geografi
Abstract
Abstract: This research was aimed to determine the effect of gender on the ability and the difference of critical thinking skills. Data collection methods used a test of critical thinking skills with essays to 71 students. It consists of 35 male and 36 female students. The analysis of the test result is done using descriptive quantitative. The result shows that gender has a weak effect on critical thinking skills. Gender has a high enough influence on critical thinking skills with correlation coefficient value of 0.421. Female students have better critical thinking skills than male students. Thus, it can be concluded that gender is one of the factors that influence differences in critical thinking skills of male and female students.
Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh gender terhadap kemampuan serta perbedaan berpikir kritis. Metode pengumpulan data menggunakan tes kemampuan berpikir kritis dengan soal esai yang diujikan pada 71 siswa, dengan rincian 35 siswa laki-laki dan 36 siswa perempuan. Analisis hasil tes dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan gender pengaruh lemah terhadap kemampuan berpikir kritis. Gender memiliki pengaruh cukup tinggi terhadap kemampuan berpikir kritis dengan nilai koefisien korelasi sebesar 0,421. Siswa perempuan memiliki kemampuan berpikir kritis lebih baik daripada siswa laki-laki. Dengan demikian, dapat disimpulkan bahwa gender merupakan salah satu faktor yang memengaruhi perbedaan kemampuan berpikir kritis siswa laki-laki dan perempuan.
Keywords
Full Text:
PDFReferences
Alfi, C., Sumarmi., & Amirudin, A. (2016). Pengaruh Pembelajaran Geografi Berbasis Masalah dengan Blended Learning
terhadap Kemampuan Berpikir Kritis Siswa SMA. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(4),
—602.
Amir, Z. MZ. (2013). Perspektif Gender dalam Pembelajaran Matematika. Marwah: Jurnal Perempuan, Agama, dan Gender, 12(1), 15—31. DOI: http://dx.doi.org/10.24014/marwah.v12i1.511
Anderson, L.W. (2013). Classroom Assessment: Enhancing the Quality of Teacher Decision Making. London: Lawrence Erlbaum Associates, Publisher.
Cahyono, B. (2015). Korelasi Pemecahan Masalah dan Indikator Berpikir Kritis. Phenomenom: Jurnal Pendidikan MIPA, 5(1), 15—25. DOI: http://dx.doi.org/10.21580/phen.2015.5.1.87
Ennis, R. H. (1991). Critical Thinking: A Streamlined Conception. Teaching Phylosophy, 14(1), 5—23.
Ennis, R. H. (1993). Critical Thinking Assessment. Theory into Practice: Teaching for Higher Order Thinking, 32(3), 179—186.
Ennis, R. H. (1997). Incorporating Critical Thinking in The Curriculum: An Introductions to Some Basic Issues. Inquiry: Critical Thinking Accros the Displines, 16(3), 1—9.
Ennis, R. H. (2013). The Nature of Critical Thinking: Outlines of General Critical Thinking Dispositions and Abilities. E-Learning Rhennis. Retrieved August 26, 2017, from http://www.criticalthingking.net.
Facione, P. A. (2013). Critical Thinking: What It Is and Why It Counts. Insight Assesment.
Fisher, A. (2001). Critical Thingking: An Introduction. Inggris: Cambridge University Press.
Ghadi, I. N., Bakar, K. A., Alwi, N. H., & Thalib, O. (2013). Gender Analysis of Critical Thinking Disposition Instrument among University Putra Malaysia Undergraduate Students. Recent Technological Advances in Education, 27—33.
Halpern, D. F., & LaMay, M. L. (2000). The Smarter Sex: A Critical Review of Sex Differences in Intelligence. Educational Psychology Review, 12(2), 229—246.
Hayati, W. I., Utaya, S., & Astina, I. K. (2016). Efektivitas Student Worksheet Berbasis Project Based Learning dalam Menumbuhkan Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Geografi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(3), 468—474.
Kamarulzaman, W., & Ahmad, I. S. (2014). Contributing Factors to Children’s Critical Thinking Ability: The Perception of Pre-Service Teachers from A Private University in Malaysia. Southeast Asia Psychology Journal, 2, 69—76.
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212—218. https://doi.org/10.1207/s15430421tip4104_2
Mahanal, S. (2012). Strategi Pembelajaran Biologi, Gender, dan Pengaruhnya terhadap Kemampuan Berpikir Kritis. Prosiding Seminar Nasional IX Pendidikan Biologi FKIP UNS, IX, 179—184.
McLean, C. L. (2005). Evaluating Critical Thinking Skills: Two Conceptualizations. Journal of Distance Education, 20(2), 1—20.
Ricketts, J. C., & Rudd, R. (2004). Critical Thinking Skills of FFA Leaders. Journal of Southern Agricultural Education Research, 54(1), 7—20.
Salahshoor, N. & Rafiee, M. (2016). The Relationship between Critical Thinking and Gender: A Case of Iranian EFL Learners. Journal of Applied Linguistics and Language Research, 3(2), 117—123.
Sholihah, M. Utaya, S., & Susilo, S. (2016). Pengaruh Model Experiential Learning terhadap Kemampuan Berpikir Siswa SMA. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(11), 2096—2100.
DOI: http://dx.doi.org/10.17977/jptpp.v3i12.11786
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Wahyu Wardani, I Komang Astina, Singgih Susilo
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
|
