KEMAMPUAN BERPIKIR KRITIS DAN SELF-EFFICACY SISWA SMP YANG MENGIKUTI PEMBELAJARAN DENGAN MODEL PROBLEM BASED E-LEARNING

• Main Author: Ika Deavy Martyaningrum, - (Author)
• Format: Book
• Published: 2020-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/52304/1/T_MTK_1803525_Title.pdf; http://repository.upi.edu/52304/2/T_MTK_1803525_Chapter1.pdf; http://repository.upi.edu/52304/3/T_MTK_1803525_Chapter2.pdf; http://repository.upi.edu/52304/4/T_MTK_1803525_Chapter3.pdf; http://repository.upi.edu/52304/5/T_MTK_1803525_Chapter4.pdf; http://repository.upi.edu/52304/6/T_MTK_1803525_Chapter5.pdf; http://repository.upi.edu/52304/7/T_MTK_1803525_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini bertujuan untuk memperoleh gambaran tentang: (a) proses kegiatan pembelajaran dengan model Problem Based E-Learning; (b) karakteristik kemampuan berpikir kritis siswa SMP yang mengikuti pembelajaran dengan model Problem Based E-Learning; dan (c) karakteristik self-efficacy siswa SMP yang mengikuti pembelajaran dengan Problem Based E-Learning. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi kasus. Pengumpulan data dilakukan dengan menggunakan tes kemampuan berpikir kritis, skala self-efficacy, observasi, dan wawancara. Tes kemampuan berpikir kritis dan skala self-efficacy diberikan kepada siswa setelah dilaksanakan pembelajaran menggunakan model Problem Based E-Learning sebanyak empat pertemuan. Hasil penelitian menunjukkan bahwa: (a) pembelajaran dengan model Problem Based E-Learning diawali dengan kegiatan apresepsi dan dilaksanakan melalui lima langkah inti yaitu menyajikan masalah, menyelesaikan masalah secara mandiri, diskusi klasikal, menarik kesimpulan, serta latihan dan perluasan pengetahuan dapat berjalan sesuai rencana, akan tetapi pada langkah menyelesaikan masalah secara mandiri dan langkah diskusi klasikal memiliki kesulitan dalam mengobservasi kegiatan diskusi dan interaksi siswa; (b) kemampuan berpikir kritis siswa SMP yang mengikuti pembelajaran dengan model Problem Based E-Learning masih dominan berada pada kategori sedang; dan (c) Self-efficacy siswa SMP yang mengikuti pembelajaran dengan model Problem Based E-Learning masih cenderung berada pada kategori sedang. This study aims to find out an overview of: (a) the process of learning activities using Problem Based E-Learning Model; (b) the characteristics of the Junior High School students' critical thinking abilities who have learned with Problem Based E-Learning Model; and (c) characteristics of the Junior High School students' self-efficacy who have learned with Problem Based E-Learning Model. The method in this study was qualitatif with case-study. Data collection was conducted by using tests of critical thinking ability, self-efficacy scale, observation, and interviews. Critical thinking ability tests and self-efficacy scales were given to students after learning using Problem Based E-Learning Model during four meetings. The results showed that: (a) the learning with the Problem Based E-Learning model started with apresception activities and implemented through five main steps namely present problems, solve problems independently, classical discussion, make a conclution, and also practice and expansion of knowledge, according to plan, but in implementing of solve problems independently and classical discussion had a difficulties in observing students' discussion and interaction activities; (b) Critical thinking ability of Junior High School Students Who Have Learned with Problem Based E-Learning Model is dominant in middle group critical thinking ability; (c) Self-efficacy of Junior High School Students Who Have Learned with Problem Based E-Learning Model tends to be in the medium category.