HUBUNGAN ANTARA KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI ELASTISITAS DENGAN METACOGNITIVE SELF REGULATION DAN PHYSICS SELF EFFICACY

• Main Author: Desmitha Prafitri Alwi, - (Author)
• Format: Book
• Published: 2023-05-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/91448/1/S_FIS_1903354_Title.pdf; http://repository.upi.edu/91448/2/S_FIS_1903354_Chapter1.pdf; http://repository.upi.edu/91448/3/S_FIS_1903354_Chapter2.pdf; http://repository.upi.edu/91448/4/S_FIS_1903354_Chapter3.pdf; http://repository.upi.edu/91448/5/S_FIS_1903354_Chapter4.pdf; http://repository.upi.edu/91448/6/S_FIS_1903354_Chapter5.pdf; http://repository.upi.edu/91448/7/S_FIS_1903354_Appendix.pdf
• Keywords: L Education (General); QC Physics

Penelitian ini dilatarbelakangi oleh salah satu dari empat kompetensi yang harus dimiliki siswa pada abad-21 yaitu kemampuan berpikir kritis. Kemampuan berpikir kritis siswa menjadi penting karena mempengaruhi proses pembelajaran di sekolah yang harapannya tidak hanya mengembangkan model pemahaman yang lazim dipahami siswa saja namun juga mengembangkan kemampuan yang ada dalam dirinya khususnya self concept. Self concept adalah atribut-atribut yang dibawa dalam diri seseorang beberapa diantaranya yaitu metacognitive self regulation dan self efficacy. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara kemampuan berpikir kritis siswa pada materi elastisitas dengan physics self efficacy dan metacognitive self regulation. Penelitian ini menggunakan metode kuantitatif non-experimental dengan desain penelitian korelasional. Sampel pada penelitian ini berjumlah 73 siswa pada salah satu SMA Negeri di Kabupaten Bandung. Instrumen yang digunakan adalah 5 butir soal essay KBK dan self assessment dengan tiga indikator yaitu kemampuan berpikir kritis, metacognitive self regulation, dan physics self efficacy yang diukur dengan menggunakan skala likert 4. Data penelitian yang didapatkan diolah menggunakan analisis regresi linier berganda. Hasil penelitian menunjukan terdapat hubungan yang signifikan antara metacognitive self regulation dan physics self efficacy terhadap kemampuan berpikir kritis siswa pada materi elastisitas dengan presentase pengaruh sebesar 43%. Dimana, jika metacognitive self regulation ditingkatkan sebesar 1 satuan maka kemampuan berpikir kritis siswa akan meningkat pula sebesar 0,233 dan jika physics self efficacy siswa ditingkatkan sebesar 1 satuan maka kemampuan berpikir kritis siswa akan meningkat pula sebesar 0,219. This research is motivated by one of the four competencies that must be possessed by students in the 21st century, namely critical thinking ability. Students' critical thinking ability are important because they affect the learning process in schools where the hope is not only to develop a model of understanding that is commonly understood by students but also to develop the abilities that exist within them, especially self-concept. Self concept is the attributes that are carried in a person, some of which are metacognitive self regulation and self efficacy. This study aims to identify the relationship among students' critical thinking ability on elasticity with physics self-efficacy and metacognitive self-regulation. This study uses a non-experimental quantitative method with a correlational research design. The sample in this study was 73 students at one of the public high schools in Bandung Regency. The instruments used were 5 KBK essay questions and self-assessment with three indicators, namely critical thinking ability, metacognitive self-regulation, and physics self-efficacy as measured using a Likert scale of 4. The research data obtained was processed using multiple linear regression analysis. The results of the study showed that there was a significant relationship between metacognitive self-regulation and physics self-efficacy on students' critical thinking ability in the matter of elasticity with an influence percentage of 43%. Which, if metacognitive self-regulation is increased by 1 unit, students' critical thinking ability will also increase by 0.233 and if students' physics self-efficacy is increased by 1 unit, students' critical thinking ability will also increase by 0.219.