PENERAPAN PENDEKATAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETRAMPILAN BERPIKIR KRITIS SISWA KELAS IV: Penelitian Tindakan Kelas (PTK) Siswa Kelas IV di SDK 6 BPK PENABUR

• Main Author: Susilaningrum P., - (Author)
• Format: Book
• Published: 2018-01.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk menganalisis (1) aktivitas siswa saat proses belajar; (2) pengelolaan pembelajaran; (3) peningkatan keterampilan berpikir kritis. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan tiga siklus. Siklus I dengan inkuiri terbimbing dan alat praktikum serta LKS. Siklus II inkuiri terbimbing dan alat praktikum serta LKS Siklus III inkuiri terbimbing dengan dengan media pembelajaran powerpoint, alat praktikum, dan LKS. Kesimpulan dari penelitian ini adalah: (1) inkuiri terbimbing mampu meningkatkan aktivitas siswa selama pembelajaran. Hal ini tercermin dari hasil belajar siswa yang mengalami peningkatan. (2) Kualitas pembelajaran semakin meningkat karena adanya peningkatan aktivitas guru dalam persiapan, pelaksanaan, dan refleksi pembelajaran; (3) pembelajaran inkuiri terbimbing dapat meningkatkan kemampuan berpikir kritis siswa dengan nilai pegamatan siswa pada siklus I 63,7 (cukup), siklus II 66,95 (baik), siklus III 69,43 (baik), ----- This research aimed to analyze (1) student activity during lesson; (2) the teaching learning process; (3) the improvement of students' critical thinking. The research method used was classroom action research which was carried out on three cycles. The first cycle of guided inquiry used experiment equipment and students' worksheet. The second cycle of guided inquiry used used experiment equipment and students' worksheet. Powerpoint presentation, experiment equipment and students' worksheet were used in the third cycle of guided inquiry. The conclusions of the research are (1) guided inquiry could improve student's activity during the lesson. The process is reflected in student outcome. (2) The quality of ythe learning was increasing because of the increasing of the teacher quality vity in pre-activity, whilst activity and reflecty-activity; (3) guided inquiry could improve score of critical thinking students in which the affective score in cycle I got 63.7 (fair), cycle II got 66.95 (good), and cycle III got 69.43 (good)

Item Description

http://repository.upi.edu/73560/1/S_PGSD_1507844_Title.pdf
http://repository.upi.edu/73560/2/S_PGSD_1507844_Chapter1.pdf
http://repository.upi.edu/73560/3/S_PGSD_1507844_Chapter2.pdf
http://repository.upi.edu/73560/4/S_PGSD_1507844_Chapter3.pdf
http://repository.upi.edu/73560/5/S_PGSD_1507844_Chapter4.pdf
http://repository.upi.edu/73560/6/S_PGSD_1507844_Chapter5.pdf
http://repository.upi.edu/73560/7/S_PGSD_1507844_Appendix.pdf