KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN KOLABORATIF SHARING DAN JUMPING TASK PADA MATERI ASAM-BASA

• Main Author: Ratnasari, - (Author)
• Format: Book
• Published: 2020-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/51591/8/T_KIM_1803625_Ratnasari_Title.pdf; http://repository.upi.edu/51591/2/T_KIM_1803625_Ratnasari_Chapter1.pdf; http://repository.upi.edu/51591/3/T_KIM_1803625_Ratnasari_Chapter2.pdf; http://repository.upi.edu/51591/4/T_KIM_1803625_Ratnasari_Chapter3.pdf; http://repository.upi.edu/51591/5/T_KIM_1803625_Ratnasari_Chapter4.pdf; http://repository.upi.edu/51591/6/T_KIM_1803625_Ratnasari_Chapter5.pdf; http://repository.upi.edu/51591/7/T_KIM_1803625_Ratnasari_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

ABSTRAK Penelitian ini bertujuan untuk memperoleh Memperoleh karakteristik desain Pembelajaran kolaboratif Sharing dan Jumping Task pada materi asam-basa dan mengetahui sejauh mana profil keterampilan berpikir kritis siswa melalui pembelajaran tersebut. Metode penelitian yang digunakan adalah deskriptif kualitatif menggunakan teknik analisis TBLA (Transcipt based lesson analysis). Penelitian ini dilakukan melalui 3 tahapan, desain (sebelum pembelajaran), implementasi (saat pembelajaran), refleksi (setelah pembelajaran). Desain pembelajaran ini dirancang berdasarkan hasil wawancara dengan guru kimia disalah satu SMA dikota Bandung dan analisis perangkat pembelajaran yang digunakan oleh guru di sekolah. Karakteristik Desain pembelajaran ini mengacu pada teori konstruktivisme ZPD (Zona Proximal Development) yang dikemukakan oleh Vygotsky dengan menyediakan permasalahan/isu, prediksi respon siswa, dan antisipasi guru dalam pembelajaran. Berdasarkan transkip pembelajaran, profil keterampilan berpikir kritis siswa melalui desain pembelajaran kolaboratif sharing dan jumping task menunjukkan bahwa frekuensi aktivitas keterampilan berpikir kritis siswa pada kegiatan pembuka teridentifikasi 3 indikator yaitu indikator bertanya dan menjawab pertanyaan, mengidentifikasi istilah dan memutuskan bertindak. Jumlah persentase siswa yang terlibat dalam aktivitass keterampilan berpikir kritis adalah sebanyak 34,48%. Pada kegiatan inti yang berisi praktikum analisis trayek pH indikator asam basa dari bahan alam teridentifikasi rata-rata sebanyak 48% dari total siswa dikelas mencapai 8 indikator dari 12 indikator menurut Ennis (1985). Pada kegiatan jumping task dan penutup menunjukkan bahwa aktivitas keterampilan berpikir kritis yang muncul sebanyak 6 indikator. Persentase rata-rata siswa yang terlibat dalam aktivitas berpikir kritis siswa adalah sebanyak 68,96% siswa dikelas. Kata Kunci: Desain pembelajaran kolaboratif sharing dan jumping task, keterampilan berpikir kritis, Transcipt Based Lesson Analysis (TBLA) ABSTRACT This study aims to obtain the characteristics of the Sharing and Jumping Task collaborative learning design on acid-base material and to determine the extent of the students' critical thinking skills profile through the learning. The research method used is descriptive qualitative using the analysis technique TBLA (Transcipt based lesson analysis). This research was conducted in 3 stages, design (before learning), implementation (during learning), reflection (after learning). This learning design is designed based on the results of interviews with a chemistry teacher in a high school in Bandung and an analysis of the learning tools used by teachers in schools. The characteristics of this learning design refer to the ZPD (Zone Proximal Development) constructivism theory proposed by Vygotsky by providing problems / issues, predicting student responses, and teacher anticipation in learning. Based on the learning transcript, the profile of students 'critical thinking skills through the collaborative learning design of sharing and jumping tasks shows that the frequency of students' critical thinking skills activities in opening activities identified 3 indicators, namely indicators to ask and answer questions, identify terms and decide to act. The percentage of students who are involved in critical thinking skills activities is 34.48%. In the sharing task which contains practicum analysis of the pH trajectory of acid-base indicators from natural materials, an average of 48% of the total students in the class are identified, reaching 8 indicators out of 12 indicators according to Ennis (1985). In the jumping task and closing activities, there are 6 indicators of critical thinking skills that appear. The average percentage of students who are involved in students' critical thinking activities is as much as 68.96% of students in class. Keyword: Lesson design collaborative sharing and jumping task, Critical thinking skills, Transcipt Based Lesson Analysis (TBLA)