KEMAMPUAN BERPIKIR KRITIS PADA SITUATION-BASED LEARNING
Abstract
This study was conducted to determine the description of SBL learning on students' critical thinking skills. In learning the teacher has an important role to improve students' ability to construct knowledge independently. From the existing problems, students are accustomed to receiving knowledge without asking the problems found. Situation-based learning can facilitate problem-posing, problem solving and independent learning. Through the stages of SBL learning can make it easier to provide structured guidance to facilitate students through discussion as well as problem posing and critical thinking skills. This study uses a qualitative descriptive method with class IV research subjects. The instruments used are tests, observation guidelines and interviews. Qualitative data from observations and interviews obtained were reduced to draw conclusions. Then the quantitative data on critical thinking skills obtained are calculated on average and then the percentage is made to see the best results. The findings from this study SBL learning creates interactive learning, supports students in digging up information and solving problems. Then, SBL learning also has a good impact on students' critical thinking skills. Therefore, the description of SBL learning can be an alternative reference for teachers in increasing student potential and can create student-centered learning.
Keywords
References
Aningsih., & Putri, D.S. (2019). Meningkatan Pemahaman Konsep Matematika Melalui Model Situation-Based Learning (SBL) pada Siswa Kelas IV SD Bani Saleh 4 Bekasi. Pedagogik, 7 (2), 59-67.
Doi:https://doi.org/10.33650/pjp.v7i2
Aqilah, B., Isrok’atun., & Jayadinata, A.K. (2017). Situation-Based Learning Dalam Upaya Meningkatkan Kemampuan Creative Problem Solving Matematis Siswa Pada Materi Bilangan Bulat. Jurnal Pena Ilmiah, 2 (1), 1001-1010. Doi: https://doi.org/10.17509/jpi.v2i1.11248
Azizah, M., Sulianto, J., & Cintang, N. (2018). Analisis Keterampilan Berpikir Kritis Siswa Sekolah Dasar Pada Pembelajaran Matematika Kurikulum 2013. Jurnal Penelitian Pendidikan, 35 (1), 61-70. doi: 10.15294/jpp.v35i1.13529
Bakti, C,P., dkk. (2018). Model Pembelajaran Berbasis Blended Learning Dalam Meningkatkan Critical Thinking Skills Untuk Menghadapi Era Revolusi Industri 4.0, Prosiding Seminar Nasional Pendidikan STKIP Andi Matappa Pangkep, 85-94
Bonnie & Potts. (1995). Strategies for Teaching Critical Thinking, Practical Assesment, Research & Evaluation, 4 (4), 1-3. Doi:https://doi.org/10.7275/hdhj-fc81
Budiningsih, C. A. (2003). Perkembangan Teori Belajar dan Pembelajaran Menuju Revolusi-Sosiokultural Vygotsky. Dinamika Pendidikan, 10 (1), hlm. 37-48
Chaffee, J. (1988) Teaching Critical Thinking across the Curriculum, Journal of College Reading and Learning, 21:1, 151-159, DOI: 10.1080/10790195.1988.10849930
Creswell, J.W. (2015). Penelitian Kualitatif & Desain Riset Edisi 3. Jakarta: Pustaka Pelajar.
Djamarah, S. (2011). Strategi Belajar Mengajar. Jakarta : Rineka Cipta.
Ennis, R.H. (2000). A Super-Streamlined Conception of Critical Thinking [Online]. Tersedia: http://www.criticalthinking.net/SSConcCTApr3. html.
Furaida, L., & Ediyono, S. (2021). Implementasi Teori Belajar Sibernetika Pada Pembelajaran Filsafat Ilmu. Jurnal Epistema, 2 (1), 23-32. Doi: https://journal.uny.ac.id/index.php/epistema/article/view/40383/15786
Heong, Y. M. (2011). The Level of Marzano Higher Order Thinking Skills Among Technical Education Students. International Journal of Social and humanity, 1 (2), 121-125. Doi: 10.7763/IJSSH.2011.V1.20
Isrok’atun & Tiurlina. (2015b). Upaya Meningkatkan Kemampuan CPS Matematis Siswa Melalui Pembelajaran SBL Di Sekolah Dasar. Jurnal Penelitian dan Pembelajaran Matematika, 8 (2), hlm. 1-11
Isrok’atun,. & Rosmala, A. (2018). Model-Model Pembelajaran Matematika: Bumi Aksara.
Kurniati,D., Harimukti, R., & Jamil, N.A. (2016). Kemampuan Berpikir Tingkat Tinggi Siswa SMP Di Kabupaten Jember Dalam Menyelesaikan Soal Berstandar PISA. Jurnal Penelitian dan Evaluasi Pendidikan, 20 (2), 142-155. Doi: https://doi.org/10.21831/pep.v202.8058
Lieung, K. (2019). Pengaruh Model Discovery Learning terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Journal Primary of Education, 1 (2), 73-82. Doi: https://doi.org/10.35724/musjpe.v1i2.1465
Maharani, A.D., & Utami, T.S. (2019). HOTS Pada Assesment Pembelajaran Tematik Muatan Pembelajaran IPA Siswa Sekolah Dasar. Seminar Nasional Pendidikan Dasar. 1 (1), 502-510
Mailizar., Andinny, Y., & Lestari, I. (2019). Pengaruh Model Pembelajaran Situation Based Learning dan Kemandirian Belajar Terhadap Kemampuan Pemecahan Masalah Matematis. Jurnal Nasional Pendidikan Matematika, 3(1), 95-108. Doi: https://doi.org/10.33603/jnpm.v3i1.1748
Matondang, Z. (2009). Validitas Dan Reliabilitas Suatu Instrumen Penelitian. Jurnal Tabularasa PPS Unimed, 6(1), 87-97. Doi:http://digilib.unimed.ac.id/id/eprint/705
Maulana. (2008). Dasar-dasar Keilmuan Matematika : Royyan Press.
Maulana. (2013). Mengukur Disposisi Kritis dan Kreatif Guru dan Calon Guru Sekolah Dasar. Jurnal Mimbar Pendidikan Dasar, 4 (2), 33-38. Doi: https://doi.org/10.17509/mimbar-sd.v4i3
Mukmin, B. A. (2017). Pengembangan Buku Ajar IPA Berbasis Problem Solving Siswa Kelas V SD. [Online]. Diakses dari: jurnal/stkippgritulungagung.ac.id.
Prasasti, D.E., Koeswant, H.D., & Giarti, S. (2019). Peningkatan Keterampilan Berpikir Kritis Dan Hasil Belajar Matematika Melalui Model Discovery Learning Di Kelas IV SD, Jurnal Basicedu, 3(1), 174–179. Doi: https://doi.org/10.31004/basicedu.v3i1.98
Silver, Edward A. (1997). Fostering Creativity through Instruction Rich in Mathematical Problem Solving and Thinking in Problem Posing. ZDM, 29 (3), 75-80. Doi: ihttps://doi.org/10.1007/s11858-997-0003-x
Siswono, T.Y.E. (2004). Identifikasi Proses Berpikir Kreatif Siswa dalam Pengajuan Masalah (Problem Posing) Matematika Berpandu dengan Model Wallas dan Creative Problem Solving (CPS). Buletin Pendidikan Matematika, 6(2),1-16.Doi: https://tatagyes.files.wordpress.com/2009/11/paper04_wallascps1.pdf
Splitter, L.J. (1991). Critical Thinking: What, Who, When, and How. Educational Philosophy and Theory, 23 (1). 89-109, doi: ihttps://doi.org/10.1111/j.1469-5812.1991.tb00178.x
Sugiyono. (2011). Metode Penelitian Kombinasii (mixed methods) : Alfabeta
Sulianto, J. (2008). Pendekatan Kontekstual Dalam Pembelajaran Matematika Untuk Meningkatkan Berpikir Kritis Pada Siswa Sekolah Dasar. Phytagoras, 4(2), 14-25. DOI: https://doi.org/10.21831/pg.v4i2.555
Suryandari, K. S. (2016). Peran Scaffolding dalam Problem Solving untuk Meningkatkan Science Content Knowledge Calon Guru. Prosiding Seminar Nasional Inovasi Pendidikan: Inovasi Pembelajaran Berbasis Karakter dalam Mengahadapi Masyarakat Ekonomi ASEAN. Universitas Sebelas Maret.
Zubaidah, S. (2010). Berpikir Kritis: Kemampuan Berpikir Tingkat Tinggi yang Dapat Dikembangkan melalui Pembelajaran Sains. Seminar Nasional Sains, 6 (8), 1-14.
DOI: http://dx.doi.org/10.33578/jpfkip.v13i1.9184
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Rosi Rosmiati, Isrokatun Isrokatun, Dety Amelia Karlina
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
____________________________________________________________
Primary: Jurnal Pendidikan Guru Sekolah Dasar
Secretariat
Program Studi Pendidikan Guru Sekolah Dasar
Gedung B1, FKIP Universitas Riau
Kampus Bina Widya Km. 12,5 Simpang Baru Panam
Pekanbaru Riau Indonesia 28293
e-mail : primary@ejournal.unri.ac.id