PENERAPAN COMMUNITY OF INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MATERI PENCEMARAN LINGKUNGAN

• Main Author: Elizabeth Widia Yulianti Sihotang, - (Author)
• Format: Book
• Published: 2021-08-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Model pembelajaran Community of Inqury (CoI) merupakan pembelajaran inkuiri kolaboratif. Model ini terdiri atas tiga dimensi yang saling beririsan, yaitu teaching presence, social presence, dan cognitive presence. Model pembelajan CoI diterapkan kepada siswa lalu dianalisis kemampuan berpikir kritisnya pada materi pencemaran lingkungan yang disampaikan secara daring. Penelitian menggunakan metode Quasi Experiment dan desain Non-equivalent Control Group Design yang diterapkan pada siswa kelas 10. Teknik pengumpulan data dilakukan dengan memberikan tes Kemampuan Berpikir Kritis (KBK) awal kepada siswa. Selanjutnya, kelas eksperimen diberikan perlakuan berupa pembelajaran model CoI sedangkan kelas kontrol menerima pembelajaran inkuiri. Pada akhir pembelajaran, kedua kelas mengerjakan tes KBK akhir dan kelas eksperimen mengerjakan kuesioner respon terhadap model pembelajaran CoI. Hasil penelitian dilihat berdasarkan uji t nilai tes KBK dan menunjukkan bahwa sebelum pembelajaran diterapkan, kemampuan berpikir kritis kedua kelas adalah sama. Setelah diterapkan pembelajaran, kedua kelas menunjukkan kemampuan berpikir kritis yang sama. Sehingga dapat disimpulkan bahwa model CoI tidak dapat mengembangkan berpikir kritis siswa. Hal tersebut dikarenakan aktivitas siswa dalam menyanggah, mengkritik, dan mengevaluasi tergolong kurang dan kedua kelas ini diterapkan model pembelajaran dengan dasar yang sama yaitu inkuiri. Selanjutnya, berdasarkan perhitungan N-Gain, kelas eksperimen mengalami peningkatan kemampuan berpikir kritis sebesar 0,47 dan kelas kontrol sebesar 0,33. Terakhir, respon siswa kelas eksperimen terhadap pembelajaran CoI yaitu positif sebesar 74,07%. The Community of Inquiry (CoI) learning model is a collaborative inquiry learning. This model consists of three intersecting dimensions, those are teaching presence, social presence, and cognitive presence. The CoI learning model was applied to students and then analyzed for their critical thinking skills on environmental pollution materials which was delivered online. This study used the Quasi Experiment method and the Non-equivalent Control Group Design which was applied to 10th grade students. The datas collected by giving the initial Critical Thinking Ability Test (KBK test) to all students. Furthermore, the experimental class was treated using the CoI learning model while the control class was given an inquiry learning model. At the end of the lesson, both classes worked on the final KBK test and the experimental class worked on a response questionnaire to the CoI learning model. The results were seen based on the t-test of the KBK test scores and showed that before learning wes applied, the critical thinking abilities of these classes were the same. After learning was applied, both classes showed the same critical thinking skills. So it can be concluded that the CoI model cannot develop students' critical thinking. It caused by students' activities in refuting, criticizing, and evaluating are classified as lacking and both classes were applied by the same basis which was inquiry. Furthermore, based on the N-Gain calculation, the critical thinking skills for experimental class increased at 0,47 and the control class at 0,33. Finally, the response of experimental class students to CoI learning was positive at 74,07%.

Item Description

http://repository.upi.edu/64872/8/S_BIO_1702054_Title.pdf
http://repository.upi.edu/64872/2/S_BIO_1702054_Chapter1.pdf
http://repository.upi.edu/64872/3/S_BIO_1702054_Chapter2.pdf
http://repository.upi.edu/64872/4/S_BIO_1702054_Chapter3.pdf
http://repository.upi.edu/64872/5/S_BIO_1702054_Chapter4.pdf
http://repository.upi.edu/64872/6/S_BIO_1702054_Chapter5.pdf
http://repository.upi.edu/64872/7/S_BIO_1702054_Appendix.pdf