PERBEDAAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS VSEKOLAH DASAR BERDASARKAN MODEL BRAIN BASED LEARNING DAN MODEL PROBLEM BASED LEARNING - Gita Farera, - (2023)
Fenomena keberlimpahan informasi di abad 21 mengharuskan siswa sekolah dasar untuk memiliki keterampilan berpikir kritis. Untuk mengembangkan keterampilan berpikir kritis siswa, guru perlu memilih model pembelajaran yang sesuai. Ada dua model yang dipandang dapat mengembangkan keterampilan berpikir siswa, yaitu model Brain Based Learning (BBL) dan model Problem Based Learning (PBL). Namun, kedua model ini memiliki karakteristik masing-masing. Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berpikir kritis siswa kelas V di sekolah dasar berdasarkan penggunaan model BBL dan model PBL. Penelitian yang digunakan yaitu Quasi-Eksperiment dengan desain Non Equivalent (Pretest and Posttest) Comparison-Group Design. Populasi penelitian ini adalah seluruh siswa kelas V SDN di Sukarasa, Kota Bandung. Data dikumpulkan dengan menggunakan instrumen tes keterampilan berpikir kritis yang telah divalidasi sebelumnya. Analisis data diolah dengan bantuan SPSS versi 25, menggunakan uji-t untuk membandingkan skor keterampilan berpikir kritis antara kedua kelas. Hasil penelitian diperoleh nilai signifikansi sebesar 0,00 yang lebih kecil dari 0,05 yang artinya terdapat perbedaan keterampilan berpikir kritis antara siswa yang belajar dengan model BBL dan siswa yang belajar dengan model PBL. Perbedaan terletak pada aspek Elementary Clarification dan Advances Clarification. Sedangkan, pada aspek Basic Support, Inference, dan Strategies and Tactics tidak terdapat perbedaan. The phenomenon of information abundance in the 21st century requires elementary school students to possess critical thinking skills. To develop students' critical thinking skills, teachers need to choose appropriate learning models. There are two models that are considered capable of enhancing students' thinking skills, namely the Brain-Based Learning (BBL) model and the Problem-Based Learning (PBL) model. However, these two models have their respective characteristics. This study aims to determine the differences in the critical thinking skills of fifth-grade elementary school students based on the use of the BBL model and the PBL model. The research design used is a Quasi-Experiment with a NonEquivalent (Pretest and Posttest) Comparison-Group Design. The population of this study consists of all fifth-grade students of SDN in Sukarasa, Bandung City. Data were collected using a previously validated critical thinking skills test instrument. Data analysis was conducted using SPSS version 25, employing the t-test to compare critical thinking skill scores between the two classes. The research results obtained a significance value of 0.00, which is smaller than 0.05, indicating that there are differences in critical thinking skills between students who learn with the BBL model and students who learn with the PBL model. These differences lie in the aspects of Elementary Clarification and Advances Clarification. Meanwhile, there are no differences in the aspects of Basic Support, Inference, and Strategies and Tactics.