PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN KOLABORATIF SHARING DAN JUMPING TASK PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT

• Main Author: Arisna Oktavia Dijaya, - (Author)
• Format: Book
• Published: 2020-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/52848/1/T_KIM_1802811_Title.pdf; http://repository.upi.edu/52848/2/T_KIM_1802811_Chapter%201.pdf; http://repository.upi.edu/52848/3/T_KIM_1802811_Chapter%202.pdf; http://repository.upi.edu/52848/4/T_KIM_1802811_Chapter%203.pdf; http://repository.upi.edu/52848/5/T_KIM_1802811_Chapter%204.pdf; http://repository.upi.edu/52848/6/T_KIM_1802811_Chapter%205.pdf; http://repository.upi.edu/52848/7/T_KIM_1802811_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Penelitian ini bertujuan untuk memperoleh bentuk desain pembelajaran kolaboratif sharing dan jumping task pada materi larutan elektrolit dan non elektrolit serta implikasi nya terhadap profil keterampilan berpikir kritis siswa. Metode penelitian yang digunakan adalah penelitian deskriptif dengan desain penelitian DDR (Didactical Design Research). Desain pembelajaran ini telah di implementasikan di kelas X MIA salah satu SMA di Kota Bandung. Pengumpulan data dilakukan melalui observasi pembelajaran, wawancara guru, meneliti dokumentasi dan rekaman (vidio dan audio). Terdapat tiga tahapan pembelajaran pada desain pembelajaran kolaboratif sharing dan jumping task pada materi larutan elektrolit dan nonelektrolit, yakni pembuka, kegiatan inti (sharing 1, sharing 2, jumping task) dan penutup. Hasil analisis aktivitas keterampilan berpikir kritis siswa berdasarkan TBLA (Transkip Based Lesson Analysis) menunjukkan bahwa penerapan desain pembelajaran kolaboratif sharing dan jumping task pada materi larutan elektrolit dan nonelektrolit dapat menumbuhkan aktivitas keterampilan berpikir kritis siswa selama proses pembelajaran. Berdasarkan indikator keterampilan berpikir kritis menurut Ennis, (1985), terdapat 11 indikator KBK yang muncul yakni, indikator menganalisis pertanyaan, menganalisis argumen, mengajukan dan menjawab pertanyaan, menyesuaikan dengan sumber, mengamati dan mempertimbangkan laporan observasi, menginduksi, mempertimbangkan, mengidentifikasi simbol/rumus, definisi, mengidentifikasi asumsi, memutuskan suatu tindakan, dan berinteraksi dengan orang lain. Presentase kemunculan aktivitas KBK siswa teringgi sebesar 82,75 % pada indikator mengajukan dan menjawab pertanyaan dan mengamati serta mempertimbangkan laporan observasi. This study aims to obtain a form of collaborative learning design sharing and jumping tasks on electrolyte and non-electrolyte solution material and its implications for the profile of students' critical thinking skills. The research method used is descriptive research with a research design DDR (Didactical Design Research). This learning design has been implemented in class X MIA one of the high schools in Bandung. Data collection was carried out through learning observations, teacher interviews, researching documentation and recordings (video and audio). There are three stages of learning in the collaborative learning design of sharing and jumping tasks on electrolyte and non-electrolyte solution material, namely opening, core activities (sharing 1, sharing 2, jumping task) and closing. The results of the analysis of students 'critical thinking skills activities based on TBLA (Transcript Based Lesson Analysis) show that the application of collaborative learning designs sharing and jumping tasks on electrolyte and non-electrolyte solution materials can foster students' critical thinking skills activities during the learning process. Based on indicators of critical thinking skills according to Ennis, (1985), there are 11 CBC indicators that appear, namely, indicators analyze questions, analyze arguments, ask and answer questions, adjust to sources, observe and consider observation reports, induce, consider, identify symbols / formulas , definitions, identifies assumptions, decides on an action, and interacts with others. The highest percentage of emergence of student CBC activities was 82.75% on indicators of asking and answering questions and observing and considering observation reports.