KEMAMPUAN BERPIKIR KRITIS SISWA SMP MELALUI PROBLEM BASED INSTRUCTION (PBI) PADA SUB-KONSEP PENCEMARAN AIR - Uli, Christien Pitta (2014)
Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis melalui penggunaan model pembelajaran Problem Based Instruction. Penelitian dilaksanakan di SMP Negeri 1 Cimahi, Penilaian kemampuan berpikir kritis didasarkan pada 8 sub indikator yaitu Merumuskan Pertanyaan, Mengidentifikasi masalah, Mendeskripsikan Informasi, Konsep, Asumsi, Mengemukakan Pendapat, Membuat Kesimpulan dan Mengambil tindakan. Metode yang digunakan adalah weak eksperiment dan desain penelitian yang digunakan adalah One group pretest-postest design. Sampel penelitian adalah siswa kelas VII berjumlah 26 siswa. Hasil analisis data penelitian menunjukkan bahwa penggunaan model pembelajaran Problem Based Instruction (PBI) dapat meningkatkan kemampuan kemampuan berpikir kritis siswa. Peningkatan kemampuan berpikir kritis siswa berdasarkan hipotesis yang menunjukkan bahwa 0.000 ≤ 0,05, maka H1 : μ≠ μo. Terdapat perbedaan yang signifikan antara nilai rata-rata siswa dengan nilai KKM. Sub indikator kemampuan berpikir kritis yang paling tinggi dimiliki oleh siswa yaitu Mendeskripsikan Informasi dengan persentase 94,23% (Sangat baik), dan kemampuan berpikir kritis yang paling rendah dimilki oleh siswa yaitu Mengemukakan Pendapat dengan persentase 66,34 (Cukup). Hampir seluruh siswa memberikan respon positif terhadap model pembelajaran Problem Based Instruction (PBI). Kata kunci : Kemampuan Berpikir Kritis, Problem Based Instruction (PBI), Pencemaran Air The study aims to analyze critical thinking ability of junior high school students on sub-concept water pollution through problem based instruction learning model. Assessment of critical thinking ability based on 8 sub-indicator is, Formulate of question, Identify of problem, Describe information, Concepts , Assumptions , Express opinion, Make conclusions and Create action. The method used in this study was weak experiment with research design of one group pretest-postest design. Samples were students of class VII grade with 26 students. Data analysis results showed that the application of problem based instruction learning model can enhance the critical thinking ability students. The results of the data analysis showed that application of problem based instruction learning model can improve critical thinking ability students. Improved critical thinking ability students based on the results of the calculation of hipothesis is 0.000 ≤ 0,05, that H1 : H1 : μ≠ μo. There is a significant difference between the mean value of students with reference values. Sub-indicators of critical thinking ability possessed the most high students with percentage of 94.23 %, and the critical thinking ability the lowest owned by students with percentage of 66.34 %. Almost all of the students responded positively to the Problem Based Instruction (PBI ) . Keywords : Critical Thinking, Problem Based Instruction ( PBI ) , Water Pollution