PENGARUH METODE PEMBELAJARAN INQUIRY DAN PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DI MAN 1 KOTA CIREBON - Welly Yulianti, - (2019)
Kemampuan berpikir kritis merupakan suatu hal yang penting bagi siswa pada kebutuhan pembelajaran di abad 21. Oleh karena itu, upaya yang dapat dilakukan guru untuk mengembangkan dan meningkatkan kemampuan berpikir kritis peserta didik salah satunya yaitu dengan menerapkan metode pembelajaran inquiry dan problem solving. Sehingga tujuan penelitian ini untuk menganalisis pengaruh metode pembelajaran inquiry dan problem solving terhadap kemampuan berpikir kritis peserta didik. Metode penelitian yang digunakan adalah quasi eksperimen dengan nonequivalent control group design. Sampel penelitian terdiri dari tiga kelas yaitu kelas X IPS 2 dan X IPS 4 sebagai kelas eksperimen yang menggunakan metode inquiry dan problem solving, sedangkan kelas X IPS 1 sebagai kelas kontrol yang menggunakan metode diskusi. Pengumpulan data dilakukan dengan cara tes kemampuan berpikir kritis, observasi, wawancara, dan studi literatur. Analisis data menggunakan statistik berupa Uji-T yang sebelumnya telah dilakukan uji normalitas dan homogenitas. Hasil penelitian menunjukkan: (1) terdapat pengaruh metode inquiry terhadap kemampuan berpikir kritis peserta didik yaitu dengan perolehan p-value (Sig. 2-tailed) = 0,000 < 0,05; (2) terdapat pengaruh metode problem solving terhadap kemampuan berpikir kritis peserta didik yaitu dengan perolehan p-value (Sig. 2-tailed) = 0,000 < 0,05; (3) terdapat pengaruh metode diskusi terhadap kemampuan berpikir kritis peserta didik yaitu dengan perolehan p-value (Sig. 2-tailed) = 0,007 < 0,05; (4) terdapat perbedaan nilai rata-rata N-Gain kemampuan berpikir kritis siswa antara kelas yang menggunakan pembelajaran dengan metode inquiry, problem solving, dan diskusi. Pada metode inquiry dan problem solving memperoleh nilai sebesar 0,38, sedangkan pada metode diskusi memperoleh nilai sebesar 0,11. Sedangkan, berdasarkan selisih antara nilai rata-rata posttest dan pretest diketahui terdapat adanya perbedaan besarnya peningkatan (gain) terhadap kemampuan berpikir kritis peserta didik. Pada pembelajaran dengan metode inquiry mempunyai selisih nilai rata-rata posttest dan pretest yang lebih besar dibandingkan dengan metode problem solving dan diskusi yaitu 3,91 ≤ 5,76 ≥ 1,50. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat pengaruh metode pembelajaran inquiry, problem solving, dan diskusi terhadap kemampuan berpikir kritis peserta didik. Akan tetapi, dalam proses pembelajaran dengan metode pembelajaran inquiry lebih efektif dalam meningkatkan kemampuan berpikir kritis peserta didik dibandingkan dengan metode pembelajaran problem solving dan diskusi. The ability to think critically is an important thing for students on learning needs in the 21st century. Therefore, efforts that can be made by teachers to develop and improve students' critical thinking skills is one of them by applying inquiry and problem-solving learning methods. So the purpose of this study was to analyze the effect of inquiry and problem-solving learning methods on students' critical thinking skills. The research method used was a quasi-experimental with nonequivalent control group design. The research sample consisted of three classes, namely class X IPS 2 and X IPS 4 as an experimental class that used inquiry and problem-solving methods, while class X IPS 1 as a control class that used the discussion method. Data collection is done by means of tests of critical thinking skills, observation, interviews, and literature studies. Data analysis using statistics in the form of T-Tests that have previously been tested for normality and homogeneity. The results showed: (1) there was an influence of the inquiry method on students' critical thinking skills, namely by obtaining a p-value (Sig. 2-tailed) = 0,000 <0.05; (2) there is an effect of problem-solving methods on students' critical thinking skills, namely by the acquisition of p-value (Sig. 2-tailed) = 0,000 <0.05; (3) there is an influence of the discussion method on students' critical thinking skills, namely by obtaining a p-value (Sig. 2-tailed) = 0.007 <0.05; (4) there are differences in the average value of N-Gain students' critical thinking skills between classes using learning with an inquiry, problem-solving, and discussion methods. In the inquiry and problem-solving methods obtained a value of 0.38, while in the discussion method obtained a value of 0.11. In addition, based on the difference between the average value of the posttest and pretest there is a difference in the magnitude of the increase (gain) of students' critical thinking skills. In learning with the inquiry method has a difference in the average value of posttest and pretest which is greater than the method of problem-solving and discussion that is 3.91 ≤ 5.76 ≥ 1.50. Based on the research results it can be concluded that there is an influence of inquiry learning methods, problem-solving, and discussion on students' critical thinking skills. However, in the learning process, the inquiry learning method is more effective in improving students' critical thinking skills compared to problem-solving and discussion learning methods.