Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif

Momentum: Physics Education Journal

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Title Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif
Creator Prani, Anisak Intan Eka; Universitas Negeri Malang
Parno, Parno; Universitas Negeri Malang
Hidayat, Arif; Universitas Negeri Malang
Subject bounded inquiry lab; critical thinking skills; keterampilan berpikir kritis
Description Abstract: Critical thinking skills as an important skill in the 21st century is a major goal of science education. Therefore the researchers develop various learning strategies to enhance and develop students' critical thinking skills. They develop learning materials that integrated with ability to think critically. However, the strategy makes students less understand to the concept of the material. Learning strategy as bounded inquiry lab model can improve both critical thinking skill and students' comprehension of the material. This study aims to determine effectiveness of bounded inquiry lab to critical thinking skills in high school students. This study focuses on hydrostatic pressure, Pascal's law, and Archimedes’ law. Mixed methods of embedded model design were used during the study. A total of 30 students in major natural science program undergo pre test, followed by learning using bounded inquiry lab, doing post test and then interview. The results showed that students' critical thinking skills on hydrostatic pressure, Pascal's law, and Archimedes’ law increased from an average of 20.00 in pretest to 80.67 in post test. In addition, students said that they can improve their understand concepts of matter, determine the variables, how to create and test hypotheses through scientific work, and make good conclusion through classroom learning. So, bounded inquiry lab should be used as an alternative learning to enhance critical thinking skills in static fluids.

Abstrak: Keterampilan berpikir kritis sebagai keterampilan penting di abad 21 merupakan tujuan utama pendidikan sains. Hal tersebut membuat para peneliti mengembangkan berbagai strategi pembelajaran untuk mengembangkan keterampilan berpikir kritis siswa. Sebagian besar peneliti mengembangkan keterampilan berpikir kritis yang terintegrasi dengan materi pembelajaran. Namun, strategi tersebut membuat siswa kurang memahami konsep dari materi. Strategi pembelajaran berupa model bounded inquiry lab merupakan salah satu model yang dapat meningkatkan keterampilan berpikir kritis sekaligus meningkatkan pemahaman siswa pada materi. Penelitian ini bertujuan mengetahui efektivitas bounded inquiry lab terhadap keterampilan berpikir kritis siswa SMA. Penelitian ini berfokus pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes. Mixed methods desain embedded model digunakan selama penelitian. Sebanyak 30 siswa kelas XI IPA SMA menjalani pre test, dilanjutkan dengan pembelajaran menggunakan bounded inquiry lab, mengerjakan soal post test kemudian wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes meningkat dari rata-rata nilai pre test sebesar 20,00 ke nilai post test sebesar 80,67. Di samping itu, menurut siswa, pembelajaran di kelas membuat mereka lebih memahami konsep materi, menentukan variabel, cara membuat dan menguji hipotesis melalui kerja ilmiah, serta membuat kesimpulan dengan baik. Berdasarkan hasil penelitian, bounded inquiry lab dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan keterampilan berpikir kritis siswa pada materi fluida statis.
Publisher Universitas Kanjuruhan Malang
Date 2018-03-13
Type info:eu-repo/semantics/article
Peer-reviewed Article
Source Momentum: Physics Education Journal; Vol 2, No 1 (2018)
Language en
Rights Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal

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