PENGARUH PEER TUTORING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN MOTIVASI BELAJAR SISWA PADA MATERI PENCEMARAN LINGKUNGAN

• Main Author: Talitha Issabella Amalia, - (Author)
• Format: Book
• Published: 2019-08-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/39933/8/S_BIO_1506042_Title.pdf; http://repository.upi.edu/39933/2/S_BIO_1506042_Chapter1.pdf; http://repository.upi.edu/39933/3/S_BIO_1506042_Chapter2.pdf; http://repository.upi.edu/39933/4/S_BIO_1506042_Chapter3.pdf; http://repository.upi.edu/39933/5/S_BIO_1506042_Chapter4.pdf; http://repository.upi.edu/39933/6/S_BIO_1506042_Chapter5.pdf; http://repository.upi.edu/39933/7/S_BIO_1506042_Appendix.pdf
• Keywords: L Education (General); QH301 Biology

Penelitian ini bertujuan untuk mengungkap pengaruh penerapan peer tutoring terhadap kemampuan berpikir kritis dan motivasi belajar siswa pada materi pencemaran lingkungan. Metode penelitian yang digunakan yaitu kuasi eksperimen dengan desain penelitian Non-equivalent Control Group Desaign. Populasi yang digunakan dalam penelitian ini adalah siswa kelas X di SMA Negeri X Kota Bandung yang sedang mempelajari materi pencemaran lingkungan. Sampel yang digunakan dalam penelitian ini sebanyak 30 orang siswa di SMAN X Kota Bandung yang dipilih secara coinvenience sampling. Kemampuan berpikir kritis yang diukur dalam penelitian ini berdasarkan indikator Ennis (1985) yang terdiri dari: (1) memberikan penjelasan sederhana; (2) membangun keterampilan dasar; (3) membuat inferensi; (4) membuat penjelasan lebih lanjut; (5) mengatur strategi dan taktik. Motivasi belajar siswa yang diukur pada penelitian ini berdasarkan model motivasi ARCS (Attention, Relevance, Confident, dan Satisfaction). Rata-rata N-gain kemampuan berpikir kritis siswa sebesar 0,65, artinya peningkatan yang terjadi termasuk ke dalam kategori "sedang", sedangkan rata-rata N-gain motivasi belajar siswa sebesar 0,46, artinya peningkatan yang terjadi termasuk ke dalam kategori "sedang". Hasil pengelolaan instrumen angket respon siswa terhadap pembelajaran peer tutoring menunjukkan bahwa hampir seluruh siswa memberikan respon positif terhadap penerapan peer tutoring. Hasil observasi menunjukkan bahwa pembelajaran dengan peer tutoring sudah terlaksana dengan baik. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan peer tutoring dapat meningkatkan kemampuan berpikir kritis dan motivasi belajar siswa pada materi pencemaran lingkungan. Kata kunci: Peer Tutoring, Kemampuan Bepikir Kritis, Motivasi Belajar, Pencemaran Lingkungan -------- This study aims to reveal the effect on implementation of peer tutoring towards students critical thinking skills and learning motivation in environmental pollution material. The method used is a quasi-experimental research design with Non-equivalent Control Group Design. The population used in this study were students grade X in X Senior High School in Bandung who were studying environmental pollution material. The sample used in this study were 30 students at X Senior High School in Bandung, selected by convenience sampling. The critical thinking skills measured in this study are based on the Ennis (1985) indikator which consists of: (1) elementary clarification; (2) basic support; (3) inference; (4) advanced clarification; (5) strategy and tactic. Student learning motivation measured in this study is based on the ARCS motivation model (Attention, Relevance, Confident, and Satisfaction). The average N-gain of students 'critical thinking skills is 0.65, meaning that the increase is included in the category of "moderate", while the average N-gain of students' learning motivation is 0.46, meaning that the increase is included in the " Medium ". The results of the application of the questionnaire instrumen student responses to peer tutoring learning towards students are more responsive to the application of peer tutoring. The results of observations show that learning with peer tutoring has been done well. Based on the results of the study, it can be concluded that the application of peer tutoring can improve critical thinking skills and student motivation in environmental pollution material. Keywords: Peer Tutoring, Critical Thinking Skill, Learning Motivation, Environmental Pollution