PENGGUNAAN TAYANGAN VIDEO KARYA SISWA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPS: Penelitian Tindakan Kelas di Kelas VIII-F SMP Negeri 2 Lembang

• Main Author: Sari, Negla (Author)
• Format: Book
• Published: 2016-06-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/30608/1/S_PSIPS_1202875_Title.pdf; http://repository.upi.edu/30608/2/S_PSIPS_1202875_Appendix.pdf; http://repository.upi.edu/30608/3/S_PSIPS_1202875_Table_of_content.pdf; http://repository.upi.edu/30608/4/S_PSIPS_1202875_Chapter1.pdf; http://repository.upi.edu/30608/5/S_PSIPS_1202875_Chapter2.pdf; http://repository.upi.edu/30608/6/S_PSIPS_1202875_Chapter3.pdf; http://repository.upi.edu/30608/7/S_PSIPS_1202875_Chapter4.pdf; http://repository.upi.edu/30608/8/S_PSIPS_1202875_Chapter5.pdf; http://repository.upi.edu/30608/9/S_PSIPS_1202875_Bibliography.pdf; http://repository.upi.edu/30608/10/S_PSIPS_1202875_Appendix.pdf
• Keywords: H Social Sciences (General); L Education (General); LB1501 Primary Education

Penelitian ini dilatarbelakangi dari keresahan penulis terhadap permasalahan yang terjadi di kelas VIII-F SMP Negeri 2 Lembang terkait kemampuan berpikir kritis siswa dalam pembelajaran IPS. Hasil pengamatan peneliti menemukan beberapa permasalahan diantaranya siswa belum mampu menghubungkan konsep yang dipelajari ke dalam dunia nyata, kurangnya keaktifan berpendapat dan bertanya serta pernyataan siswa masih sebatas ingatan. Berdasarkan permasalahan tersebut, diperlukan sebuah strategi pembelajaran tertentu dengan pendekatan kontekstual yang menempatkan siswa dalam konteks bermakna. Maka peneliti memilih Penelitian Tindakan Kelas (PTK) dengan desain penelitian Kemmis dan Taggart dalam empat siklus yang meliputi perencanaan, tindakan, observasi, dan refleksi. Solusi pemecahan masalah yang dipilih yaitu melalui penggunaan tayangan video karya siswa untuk meningkatkan kemampuan berpikir kritis siswa. Kegiatan pembelajaran menggunakan tayangan video karya siswa yaitu guru membagi siswa ke dalam kelompok sesuai materi, siswa menelaah permasalahan berdasarkan materi dan menuangkannya dalam bentuk video, kemudian mendiskusikannya selama pembelajaran IPS. Adapun hasil peningkatakan berpikir kritis siswa dalam pembelajaran IPS dapat terlihat dari beberapa indikator yang telah dicapai yaitu memberikan penjelasan sederhana, membangun keterampilan dasar, membuat kesimpulan, membuat penjelasan lebih lanjut, dan mengatur strategi dan teknik. Pada siklus pertama memperoleh presentase 42% atau tergolong dalam kategori cukup, kemudian pada siklus kedua mengalami peningkatan menjadi 66% dan tergolong dalam kategori cukup, pada siklus ketiga meningkat kembali menjadi 80% dan tergolong dalam kategori baik dan pada siklus terakhir kemampuan berpikir kritis siswa dengan menggunaka tayangan video karya siswa memperoleh presentase 91% dan tergolong dalam kategori baik. Berdasarkan data tersebut, peneliti menyimpulkaan bahwa pada siklus IV hasil yang diperoleh sudah mencapai titik optimal dari target tujuan dilakukannya penelitian ini, yaitu mencapai kategori baik. Seluruh aspek ini mengalami perkembangan dari siklus pertama sampai dengan siklus keempat dari kualitas cukup menjadi baik. Temuannya yaitu penggunaan tayangan video karya siswa dapat meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran IPS. Kata Kunci: Media Video, Berpikir Kritis This research is made by the researcher's anxiety about the problem that occurs in class VIII-F SMPN 2 Lembang about students' critical thinking ability in learning process of IPS. Research shows that there are several problems such as students cannot relate the concepts taught to the real life, their less-active in sharing their thoughts and asking questions also their notions are still to the point that what they remember. based on the problems above, a learning strategy with contextual approach which places students in the context is needed. Because of several reasons that have been explained, researcher chooses classroom action research with Kemmis and Taggart as research design in four cycles, there are planning, doing, observing, and reflecting. The solution chosen is by the uses of video that made by students to increase students' critical thinking ability. The learning process with the uses of video that made by students which means teacher divided students into several groups based on the topics, then students analyze the problem given and share their ideas in a video, after that they discuss the topic along the learning process. The increase of students' critical thinking ability in learning IPS can be shown from several indicators which has been reached, there are making simple explanation, making a basis ability, making a conclusion, making further explanation, and setting the strategies and techniques. At the first cycle got the percentage of 42% or in category well, then the second cycle there was an increase to 60% and its in category well, the third cycle, again, there was an increase to 80% and categorized good, the last cycle students' critical thinking with the uses of video made by them had 91% in percentage and categorized good. Based on the data above, researcher concludes that at the 4th cycle the findings gained already hit the optimal point from the main aim of this research; to get a good category. All of these aspects are having an increase from the first cycle to the last cycle, and the quality also changed from well to good. The findings is the uses of video which made by students can increase students' critical thinking ability in learning IPS. Key words: media video, critical thinking