Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Autor(s): Agus Ramdani, A Wahab Jufri, Jamaluddin Jamaluddin, Dadi Setiadi
DOI: 10.29303/jppipa.v6i1.388

Abstract

Students must be able to think at a high level in order to meet the requirements of the 21st century, including the ability to think critically. The mastery of student concepts about a material being studied influences the ability to think critically. The thing to remember is that all forms of critical thinking would not be possible without the main component of mastery of concepts. The purpose of this study is to describe the ability of critical thinking and mastery of the basic concepts of science among SMPN students in Central Lombok Regency. This type of research is a quantitative descriptive research with survey methods. Critical thinking tests and mastery of concepts by students using multiple choice instruments. The results showed that the average results: a) The critical thinking skills of nine high school students in Central Lombok were 71.69% with high criteria. The second critical thinking indicator, which provides further explanation, achieves the highest score in comparison with other indicators. b) Control of the basic concepts of natural sciences students with 76.20% with high criteria. The first indicator for controlling the concept is remembering who scores the highest score compared to other indicators

Keywords

Critical Thinking Ability; Mastery of Concepts; Descriptive; Science learning

Full Text:

PDF

References

Agip, Z. (2009). Penelitian Tindakan Kelas untuk Guru SD, SLB, dan TK.Yrama Widya Bandung.

Alfonso, D. V. (2015). Evidence of Critical Thinking in High School Humanities Classrooms (Evidencias del Pensamiento Crítico en las Clases de Ciencias Humanas en Bachillerato). GIST Education and Learning Research Journal, 11(2), 26-44.

Amijaya, L. S., Ramdani, A., & Merta, I. W. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar dan Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pijar Mipa, 13(2), 94-99.

Arikunto, S. (2013). Prosedur Penelitian Suatu Praktek. Jakarta: Rineka Cipta

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184.

Hadisaputra, S., Gunawan, G. & Yustiqvar, M. (2019). Effects of Green Chemistry Based Interactive Multimedia on the Students' LearningOutcomesand Scientific Literacy. Journal of Advanced Research in Dynamical and Control Systems, 11(7), 664-674

Hasanah, J., Jamaludin, J., & Prayitno, G. H. (2019). Bahan Ajar IPA Berbasis Inkuiri Terstruktur Untuk Meningkatkan Literasi Sains Peserta Didik SMP. Jurnal Pijar Mipa, 14(2), 18-24.

Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.

Ihsan, M. S., Ramdani, A., & Hadisaputra, S. (2019). Pengembangan E-Learning Pada Pembelajaran Kimia Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pijar Mipa, 14(2), 84-87

Jufri, A.W (2013). Belajar dan Pembelajaran Sains. Bandung: Pustaka Rineka Cipta.

Karim, A. (2015). Pengaruh Gaya Belajar dan Sikap Siswa Pada Pelajaran Matematika Terhadap Kemampuan Berpikir Kritis Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 4(3), 188-195

Lestari, P. A. S., Gunawan, G., & Kosim, K. (2019). Model Pembelajaran Discovery Dengan Pendekatan Konflik Kognitif Berorientasi Pada Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi, 5(1), 118-123.

Lestari, S., Mursali, S., & Royani, I. (2019). Pengaruh Model Pembelajaran Langsung Berbasis Praktikum Terhadap Keterampilan Proses Sains Dan Kemampuan Berpikir Kritis Siswa. Bioscientist: Jurnal Ilmiah Biologi, 6(1), 54-62.

Permatasari, I., Ramdani, A., & Syukur, A. (2019). Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terintegrasi Sets (Science, Environment, Technology And Society) pada Materi Sistem Reproduksi Manusia. Jurnal Pijar Mipa, 14(2), 74-78.

Puspitasari, A. D. (2015). Efektifitas Pembelajaran Berbasis Guided Inquiry untuk Meningkatkan Literasi Sains Siswa. Omega: Jurnal Fisika dan Pendidikan Fisika, 1(2), 1-5.

Putra, P. D. A. (2015). Pengembangan Sistem E-Learning untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Pendidikan Fisika. Jurnal Fisika Indonesia, 19(55), 45-49

Qurniati, D., Andayani, Y. & Muntari. (2015). Peningkatan Keterampilan Berpikir Kritis Melalui Model Pembelajaran Discovery Learning. Journal Penelitian Pendidikan IPA, 1(5), 58-69

Ramdani, A. (2018). Efektivitas Pengunaan Media Belajar untuk Penumbuhan Literasi Sains Tema Kesehatan Lingkungan. Jurnal Akrab, 6(1), 19-29

Simbolon, E. R., & Tapilouw, F.S. (2015). Pengaruh Pembelajaran Berbasis Masalah dan Pembelajaran Kontekstual Terhadap Berpikir Kritis Peserta didik SMP. Jurnal Edusains. 7(1), 97-104

Singh, H. R. & Rahman, S. A. 2012. An Approach for Environmental Education by Non-Governmental Organizations (NGOs) in Biodiversity Conservation. Procedia - Social and Behavioral Sciences 42(2012) pp.144–152.

Sulistyowarni, P. A. D., Prahani, B. K., Supardi, Z. A. I., & Jatmiko, B. (2019, February). The effectiveness of OR-IPA teaching model to improve students’ critical thinking skills on senior high school physics subject. In Journal of Physics: Conference Series (Vol. 1157, No. 3, p. 032011). IOP Publishing.

Sulistyowati, N., Widodo, A. T. W. T., & Sumarni, W. (2012). Efektivitas model pembelajaran guided discovery learning terhadap kemampuan pemecahan masalah kimia. Chemistry in education, 1(2). 48-55

Surya, M. (2015). Strategi Kognitif dalam Proses Pembelajaran. Bandung: Alfabeta.

Suryani, A. I., Jufri, A. W., & Setiadi, D. (2017). Pengaruh Model Pembelajaran 5E Terintegrasi Pendekatan Saintifik Terhadap Kemampuan Literasi Sains Siswa Smpn 1 Kuripan Tahun Ajaran 2016/2017. Jurnal Pijar Mipa, 12(1), 39-43

Wulandari, M. W., Liliasari, M., & Supriyanti, M. T. (2011). Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kreatif dan Penguasaan Konsep Siswa pada Materi Larutan Penyangga. Jurnal Pengajaran MIPA, 16(2), 116-121.

Yustiqvar, M., Gunawan, G., & Hadisaputra, S. (2019 a). Green Chemistry Based Interactive Multimedia on Acid-Base Concept. In Journal of Physics: Conference Series (Vol. 1364, No. 1, p. 012006). IOP Publishing.

Yustiqvar, M., Hadisaputra, S., & Gunawan, G. (2019 b). Analisis Penguasaan Konsep Siswa yang Belajar Kimia Menggunakan Multimedia Interaktif Berbasis Green Chemistry. Jurnal Pijar Mipa, 14(3), 135-140.

Zaini, M. (2016). Guided inquiry based learning on the concept of ecosystem toward learning outcomes and critical thinking skills of high school students. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 50-55.

Zakrah, Z., Nur L., & Kusmivati. 2015. Pengaruh Strategi Pembelajaran Discovery terhadap Kemampuan Berpikir Kritis Peserta Didik Pada Mata Pelajaran IPA Kelas VIII di SMPN 3 Gunungsari Tahun Ajaran 2014/2015. Jurnal Pijar MIPA, 10(1), 57-63.

Zulkarnain, Z., Andayani, Y., & Hadisaputra, S. (2019). Peningkatan Keterampilan Berpikir Kritis Peserta Didik Pada Pembelajaran Kimia Menggunakan Model Pembelajaran Preparing Dong Concluding. Jurnal Pijar Mipa, 14(2), 96-100.

DOI: https://doi.org/10.29303/jppipa.v6i1.388

Refbacks

  • There are currently no refbacks.