Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

Sumardiana Sumardiana, Arif Hidayat, Parno Parno

Abstract


Abstract: Critical thinking skills can be grown with learning project based learning models. The purpose of this study was to analyze Critical Thinking abilities with project-based learning (PjBL) students at temperature and heat at the high school level. This research was conducted at SMAN 2 Batu class XI. The subjects of this study were 35 students. This type of research is a mixed method embedded in experimental models. With a test of critical thinking skills the essay forms as many as 8 items. The results showed that there were differences in critical thinking of students before and later getting PjBL training on the material heat and temperature. The result of the research showed that students’ critical thinking has increas.

Abstrak: Keterampilan berpikir kritis dapat ditumbuhkan dengan model pembelajaran project based learning. Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis dengan project based learning (PjBL) siswa pada suhu dan kalor pada tingkat SMA. Penelitian ini dilakukan di SMAN 2 Batu kelas XI. Subjek penelitian ini berjumlah 35 siswa. Jenis penelitian ini Mixed method embedded experimental model. Dengan test kemampuan berpikir kritis berbentuk essay sebanyak delapan butir. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis siswa sebelum dan sesudah mendapatkan perlakuan PjBL pada materi suhu dan kalor. Kemampuan berpikir kritis siswa mengalami peningkatan pada setiap indikator.

Keywords


critical thinking skills; project based learning; STEM; temperature and heat; kemampuan berpikir kritis; project based learning; STEM; suhu dan kalor

Full Text:

PDF

References


Afriana, J., Permanasari, A., & Fitriani, A. (2016). Penerapan Project Based Learning Terintegrasi STEM untuk Meningkatkan Literasi Sains Siswa Ditinjau dari Gender. Jurnal Inovasi Pendidikan IPA, 2(2), 202–212. https://doi.org/https://doi.org/10.21831/jipi.v2i2.8561

Amalia, R., Sari, I. M., & Sinaga, P. (2017). Students’ Mental Model on Heat Convection Concept and its Relation with Students Conception on Heat and Temperature. Journal of Physics: Conference Series, 812(1), 12092. https://doi.org/https://doi.org/10.1088/1742-6596/812/1/012092

Anita, I. W. (2017). Implementasi Pembelajaran Berbasis Proyek untuk Menumbuhkan Kemampuan Berpikir Kreatif Matematis Mahasiswa. JPPM (Jurnal Penelitian dan Pembelajaran Matematika), 10(1).

Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach. Springer Science & Business Media.

Driver, R., Squirer, A., Rushworth, V., & Wood-Robinson, M. (1994). Making Sense of Secondary Science: Research into Science Ideas. London & New York: Routledge.

Ennis, R. H. (2011). Ideal Critical Thinkers are Disposed to. Inquiry: Critical Thinking Across the Disciplines, 26(2), 4. https://doi.org/https://doi.org/10.5840/inquiryctnews201126214

Gurcay, D., & Gulbas, E. (2018). Determination of Factors Related to Students’ Understandings of Heat, Temperature and Internal Energy Concepts. Journal of Education and Training Studies, 6(2), 65–72. https://doi.org/https://doi.org/10.11114/jets.v6i2.2854

Henderson, C., Mestre, J. P., & Slakey, L. L. (2015). Cognitive Science Research can Improve Undergraduate STEM Instruction: What are the Barriers? Policy Insights from the Behavioral and Brain Sciences, 2(1), 51–60.

Khaeroningtyas, N., Permanasari, A., & Hamidah, I. (2016). STEM Learning in Material of Temperature and its Change to Improve Scientific Literacy of Junior High School. Jurnal Pendidikan IPA Indonesia, 5(1), 94–100.

Leinonen, J., Moisseev, D., & Nousiainen, T. (2013). Linking Snowflake Microstructure to Multi‐Frequency Radar Observations. Journal of Geophysical Research: Atmospheres, 118(8), 3259–3270. https://doi.org/https://doi.org/10.1002/jgrd.50163

Luthvitasari, N., & Linuwih, S. (2012). Implementasi Pembelajaran Fisika Berbasis Proyek terhadap Keterampilan Berpikir Kritis, Berpikir Kreatif, dan Kemahiran Generik Sains. Journal of Innovative Science Education, 1(2).

Tiruneh, D. T., De Cock, M., & Elen, J. (2018). Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches. International Journal of Science and Mathematics Education, 16(6), 1065–1089. https://doi.org/https://doi.org/10.1007/s10763-017-9829-z

Tseng, H. W., Vishnubhotla, S., Hong, M., Wang, X., Xiao, J., Luo, Z.-Q., & Zhang, T. (2013). A Single Channel Speech Enhancement Approach by Combining Statistical Criterion and Multi-Frame Sparse Dictionary Learning. Interspeech, 451–455.




DOI: http://dx.doi.org/10.17977/jptpp.v4i7.12618

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Sumardiana Sumardiana, Arif Hidayat, Parno Parno

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License