PENERAPAN MODEL OPEN ENDED LEARNING PADA PEMBELAJARAN IPS DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS

• Main Author: Mumarisatul Hak, - (Author)
• Format: Book
• Published: 2020-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/54944/1/S_PSIPS_1601819_Title.pdf; http://repository.upi.edu/54944/2/S_PSIPS_1601819_Chapter1.pdf; http://repository.upi.edu/54944/3/S_PSIPS_1601819_Chapter2.pdf; http://repository.upi.edu/54944/4/S_PSIPS_1601819_Chapter3.pdf; http://repository.upi.edu/54944/5/S_PSIPS_1601819_Chapter4.pdf; http://repository.upi.edu/54944/6/S_PSIPS_1601819_Chapter5.pdf; http://repository.upi.edu/54944/7/S_PSIPS_1601819_Appendix.pdf
• Keywords: H Social Sciences (General); L Education (General)

ABSTRAK Penelitian ini berawal dari masalah yang peneliti temui di kelas VIII C SMP Muhammadiyah 6 Bandung, dimana menunjukkan kurangnya keterampilan berpikir siswa. Hal ini ditunjukkan dengan tidak munculnya indikator-indikator keterampilan berpikir kritis siswa seperti siswa yang pasif saat proses pembelajaran, terlihat siswa masih belum berani mengajukan pertanyaan, dalam menjawab pertanyaan siswa masih terpaku pada bahasa yang ada di buku teks, ketika sedang melakukan kegiatan diskusi, siswa masih belum mampu memberikan argumennya sendiri ketika menjawab soal-soal yang diberikan oleh guru, terlihat siswa hanya menyalin kalimat jawaban yang ada di buku teks padahal soal yang diberi berupa pendapat kelompok dan pemahaman kelompok, dan yang terakhir siswa belum mampu membuat kesimpulan materi yang telah diajarkan oleh guru. Dari temuan tersebut peneliti memilih untuk melakukan penelitian tindakan kelas kelas (PTK) dengan model Kemmis Taggart, sedangkan Teknik pengelolaan data dalam penelitian ini adalah data kualitatif dan kuantitatif. Dalam penelitian ini, peneliti menerapkan model pembelajaran open ended learning, dengan menyajikan persoalan berupa tugas/soal-soal terbuka, kemudian menyelsaikannya dengan cara atau jawaban yang beragam. Berdasarkan penelitian yang telah dilakukan, diperoleh hasil bahwa : pertama, perancanaan yang telah disusun peneliti berjalan dengan baik; kedua pelaksanaan penerapan model OEL dilakukan sebanyak tiga siklus dengan masing-masing siklus terdiri dari tiga tindakan; ketiga merefleksi hambatan yang dialami setiap siklusnya; keempat, hasil yang diperoleh dari siklus I sampai III setelah menerapkan model OEL, keterampilan berpikir kritis siswa mengalami peningkatan. Kata Kunci : Keterampilan Berpikir Kritis, Model Open Ended Learning ABSTRACT This research originated from a problem researchers encountered in class VIII C SMP Muhammadiyah 6 Bandung, which shows the lack of thinking skills of students. This is indicated by the absence of indicators of critical thinking skills of students such as students who are passive during the learning process, it seems that students still do not have the courage to ask questions, in answering questions students are still fixated on the language in the textbook, while carrying out discussion activities, students still unable to provide their own arguments when answering the questions given by the teacher, it appears that students only copy the answer sentences in the textbook even though the questions given are in the form of group opinions and group understanding, and finally the students have not been able to make conclusions about the material that has been taught by the teacher. From these findings, the researcher chose to conduct classroom action research with the Kemmis Taggart model, while the data management techniques in this study were qualitative and quantitative data. In this study, the researcher applied anmodel open-ended learning, by presenting problems in the form of assignments / open questions, then solving them in various ways or answers. Based on research that has been done, the result that: first, perencanaan which has been compiled researchers wentwell;the second implementation of the application of the OEL model was carried out in three cycles with each cycle consisting of three actions; the third reflects the obstacles experienced in each cycle; fourth, the results obtained from cycles I to III after implementing the OEL model, students' critical thinking skills have increased. Keywords: Critical Thinking Skills, Open Ended Learning Model