PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNINGTERHADAP KEMAMPUAN BERPIKIR KRITIS DAN SELF EFFICACY SISWA PADA PEMBELAJARAN MATEMATIKA SD: Penelitian Kuasi Eksperimen pada Materi Operasi Hitung Pecahan di Kelas V SD Negeri di Kecamatan Cihideung Kota Tasikmalaya

• Main Author: Italyani Nurhaifa, - (Author)
• Format: Book
• Published: 2024-01-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/114914/1/T_PD_2105248_Title.pdf; http://repository.upi.edu/114914/2/T_PD_2105248_Chapter%201.pdf; http://repository.upi.edu/114914/3/T_PD_2105248_Chapter%202.pdf; http://repository.upi.edu/114914/4/T_PD_2105248_Chapter%203.pdf; http://repository.upi.edu/114914/7/T_PD_2105248_Chapter%204.pdf; http://repository.upi.edu/114914/5/T_PD_2105248_Chapter%205.pdf; http://repository.upi.edu/114914/6/T_PD_2105248_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education; QA Mathematics

Penelitian ini bertujuan mendeskripsikan perolehan, peningkatan serta pengaruh penggunaan model pembelajaran discovery learning terhadap kemampuan berpikir kritis dan self efficacy siswa pada pembelajaran matematika SD materi operasi hitung pecahan. Penelitian ini menggunakan penelitian kuantitatif jenis eksperimen dengan desain one-group pretest-posttest design, dan pretest-posttest control group design without randomization. Subjek penelitian ini 48 siswa kelas V di salah satu sekolah dasar negeri di Kota Tasikmalaya terbagi menjadi 2 kelas. Kelas pertama memperoleh pembelajaran discovery learning dan kelas kedua pembelajaran direct instruction. Hasil penelitian ini: 1) Rata-rata skor perolehan kemampuan berpikir kritis siswa yang memperoleh model pembelajaran discovery learning lebih tinggi daripada siswa yang memperoleh model direct instruction; 2) Rata-rata skor perolehan self efficacy siswa yang memperoleh model pembelajaran discovery learning lebih tinggi daripada siswa yang memperoleh model direct instruction; 3) Penggunaan model discovery learning berpengaruh secara signifikan terhadap perolehan post-test kemampuan berpikir kritis matematis siswa; 4) Penggunaan model discovery learning berpengaruh secara signifikan terhadap perolehan post-test self efficacy matematis siswa; 5) Kriteria peningkatan kemampuan berpikir kritis siswa yang memperoleh model pembelajaran discovery learning ada pada kategori sedang, sedangkan untuk model direct instruction ada pada kategori rendah, 6) Kriteria peningkatan self efficacy siswa yang memperoleh model pembelajaran discovery learning dan model direct instruction ada pada kategori rendah; 7) Penggunaan model pembelajaran discovery learning pengaruhnya lebih tinggi terhadap perolehan dan peningkatan kemampuan berpikir kritis siswa dibanding dengan penggunaan model direct instruction; 8) Penggunaan model pembelajaran discovery learning pengaruhnya lebih tinggi terhadap perolehan dan peningkatan self efficacy siswa dibanding dengan penggunaan model direct instruction. This study aims to describe the acquisition, improvement and influence of the use of discovery learning models on critical thinking skills and student self-efficacy in elementary school mathematics learning material on fraction counting operations. This research uses quantitative research of experimental type with one-group pretest-posttest design, and pretest-posttest control group design without randomization. The subjects of this study were 48 fifth grade students in one of the public elementary schools in Tasikmalaya City divided into 2 classes. The first class received discovery learning and the second class received direct instruction. The results of this study: 1) The average acquisition score of critical thinking skills of students who obtained the discovery learning model was higher than students who obtained the direct instruction model; 2) The average score of students' self-efficacy acquisition who obtained the discovery learning model is higher than students who obtained the direct instruction model; 3) The use of discovery learning model significantly affects the post-test acquisition of students' mathematical critical thinking skills; 4) The use of discovery learning model has a significant effect on the acquisition of students' mathematical self efficacy post-test; 5) The criteria for improving critical thinking skills of students who obtain the discovery learning model is in the medium category, while for the direct instruction model is in the low category, 6) The criteria for improving self efficacy of students who obtain the discovery learning model and direct instruction model is in the low category; 7) The use of discovery learning model has a higher effect on the acquisition and improvement of students' critical thinking skills compared to the use of direct instruction model; 8) The use of discovery learning model has a higher effect on the acquisition and improvement of students' self efficacy than the use of direct instruction model.