Electronic Theses and Dissertation

Kemampuan berpikir kritis peserta didik dapat dikembangkan melalui proses pembelajaran dengan menggunakan model Problem Based Learning. Penelitian ini bertujuan untuk menganalisis keterlaksanaan model pembelajaran PBL, kemampuan berpikir kritis peserta ketika proses pembelajaran dan setelah penerapan model PBL pada materi faktor-faktor yang mempengaruhi laju reaksi. Jenis penelitian yang digunakan ialah penelitian deskriptif dengan pendekatan kualitatif. Populasi penelitian adalah seluruh peserta didik kelas X IPA SMA Negeri 8 Banda Aceh. Sampel penelitiaan yaitu kelas XI IPA 5 melalui teknik simple random sampling. Instrumen penelitian meliputi lembar tes kemampuan berpikir kritis dan lembar observasi keterlaksanaan model pembelajaran PBL. Instrumen penelitian telah dilakukan uji validasi oleh validator ahli. Tes kemampuan berpikir kritis telah dilakukan uji validitas dan uji coba pada peserta didik kelas XI IPA 3 SMA Negeri 8 Banda Aceh dengan nilai reliabilitas sebesar 0,592. Hasil analisis data menunjukkan bahwa 1) Keterlaksanaan model pembelajaran PBL dikategorikan sangat baik dengan persentase pada pertemuan pertama 90,9 dan pada pertemuan kedua sebesar 95,9 ; 2) Kemampuan berpikir kritis peserta didik yang diperoleh ketika proses pembelajaran yaitu sebesar 78,2% dengan kategori tinggi; 3) Kemampuan berpikir kritis peserta didik pada materi faktor-faktor yang mempengaruhi laju reaksi setelah penerapan PBL secara klasikal tergolong sangat tinggi dengan persentase 82,4%. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran problem based learning (PBL) berorientasi kemampuan berpikir kritis pada materi faktor-faktor yang mempengaruhi laju reaksi dapat mencapai kemampuan berpikir kritis peserta didik.


Kata kunci: Pembelajaran dengan Problem Based Learning, Kemampuan Berpikir Kritis.

Students' critical thinking skills can be developed through a learning process using the Problem Based Learning model. This study aims to analyze the implementation of the PBL learning model, the critical thinking skills of the participants during the learning process and after the application of the PBL model to the material on the factors that affect the reaction rate. The type of research used is descriptive research with a qualitative approach. The research population was all students of class X IPA SMA Negeri 8 Banda Aceh. The research sample is class XI IPA 5 through simple random sampling technique. The research instruments included test sheets for critical thinking skills and observation sheets for the implementation of the PBL learning model. The research instrument has been tested for validation by an expert validator. Critical thinking skills tests have been tested for validity and trials on students in class XI IPA 3 SMA Negeri 8 Banda Aceh with a reliability value of 0.592. The results of the data analysis showed that 1) the implementation of the PBL learning model was categorized as very good with a percentage of 90.9 at the first meeting and 95.9 at the second meeting; 2) Students' critical thinking skills obtained during the learning process are 78.2% in the high category; 3) Students' critical thinking skills in the material factors that affect the reaction rate after the application of classical PBL are classified as very high with a percentage of 82.4%. Based on the results of this study it can be concluded that the application of the problem based learning (PBL) learning model oriented to the ability to think critically on the material factors that affect the rate of reaction can achieve students' critical thinking abilities. Keywords: Learning with Problem Based Learning, Critical Thinking Ability.