Peningkatan Keterampilan Berpikir Kritis melalui Model Pembelajaran Problem Based Learning (PBL) pada Pembelajaran IPA tentang Gaya Siswa Kelas V SD Negeri 1 Gebangsari Tahun Ajaran 2016/2017

Zakiyah, Siti (2017) Peningkatan Keterampilan Berpikir Kritis melalui Model Pembelajaran Problem Based Learning (PBL) pada Pembelajaran IPA tentang Gaya Siswa Kelas V SD Negeri 1 Gebangsari Tahun Ajaran 2016/2017. Other thesis, Universitas Sebelas Maret.

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    Abstract

    ABSTRAK Siti Zakiyah. PENINGKATAN KETERAMPILAN BERPIKIR KRITIS MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN IPA TENTANG GAYA SISWA KELAS V SD NEGERI 1 GEBANGSARI TAHUN AJARAN 2016/2017. Skripsi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. April 2017. Tujuan penelitian ini yaitu: (1) mendeskripsikan penerapan model pembelajaran Problem Based Learning (PBL) dalam peningkatan keterampilan berpikir kritis, (2) meningkatkan keterampilan berpikir kritis siswa, (3) meningkatkan hasil belajar IPA tentang gaya, (4) mendeskripsikan kendala dan solusi penerapan model pembelajaran Problem Based Learning (PBL) dalam peningkatan keterampilan berpikir kritis pembelajaran IPA tentang gaya siswa kelas V SD Negeri 1 Gebangsari Tahun Ajaran 2016/2017. Penelitian ini merupakan penelitian tindakan kelas (PTK). Penelitian dilaksanakan dalam tiga siklus. Subjek penelitian adalah siswa kelas V dengan jumlah 21 siswa. Uji validitas data menggunakan triangulasi sumber dan teknik. Analisis data yang digunakan adalah analisis data kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) penerapan model Problem Based Learning (PBL) dilakukan dengan langkah-langkah: (a) mengidentifikasi pokok permasalahan, (b) membuat perencanaan pemecahan masalah, (c) melaksanakan penyelidikan untuk memecahkan masalah, (d) melaporkan hasil penyelidikan, (e) menganalisis proses pemecahan masalah, (2) penerapan model Problem Based Learning (PBL) dapat meningkatkan keterampilan berpikir kritis terbukti dengan adanya peningkatan keterampilan berpikir kritis guru dan siswa, pada siklus I guru mendapatkan 81,22%, siklus II menjadi 85,81% dan siklus III menjadi 91,52%, demikian juga keterampilan berpikir kritis siswa, pada siklus I menjadi 80,83%, siklus II menjadi 84,29% dan siklus III menjadi 89,61%, (3) penerapan model Problem Based Learning (PBL) dapat meningkatkan hasil belajar IPA terbukti dengan peningkatan ketuntasan hasil belajar siswa, pada siklus I diperoleh 85,72%, pada siklus II menjadi 88,10%, dan pada siklus III menjadi 92,86%, (4) kendala penerapan model pembelajaran Problem Based Learning (PBL) yaitu: (a) siswa belum aktif bertanya, (b) siswa belum berpartisipasi memberikan tanggapan, (c) siswa belum paham hubungan antara hipotesis dan kesimpulan, (d) siswa merasa malu melakukan presentasi, (e) kondisi siswa belum kondusif dalam pembelajaran. Adapun solusinya yaitu: (a) siswa dimotivasi lagi agar lebih aktif dan percaya diri dalam bertanya, (b) siswa dimotivasi untuk memberikan tanggapan, (c) guru menjelaskan hubungan antara hipotesis dan kesimpulan, (d) siswa lebih percaya diri melakukan presentasi, (e) guru mengkondisikan kelas. Simpulan penelitian ini adalah penerapan model pembelajaran Problem Based Learning (PBL) yang dilaksanakan dengan langkah-langkah yang benar maka dapat meningkatkan keterampilan berpikir kritis pembelajaran IPA tentang Gaya siswa kelas V SD N 1 Gebangsari Tahun Ajaran 2016/2017. Kata Kunci: Problem Based Learning (PBL), berpikir kritis, hasil belajar, IPA ABSTRACT Siti Zakiyah. IMPROVING CRITICAL THINKING SKILL THROUGH PROBLEM-BASED LEARNING (PBL) MODEL IN THE LEARNING OF IPA ABOUT FORCE FOR FIFTH GRADE STUDENTS OF SD NEGERI 1 GEBANGSARI IN THE ACADEMIC YEAR OF 2016/2017. Thesis, Teacher Training and Education Faculty, Sebelas Maret University of Surakarta, April 2017. The objectives of this research are: (1) to describe the steps on the use of problem-based learning (PBL) model in improving critical thinking skill (2) to improve students’ critical thinking skill, (3) to improve learning outcome of IPA about force, (4) to describe obstacles and solutions on the use of problem-based learning (PBL) model in the learning of IPA about force for fifth grade students of SD Negeri 1 Gebangsari in the academic year of 2016/2017. This research is a collaborative Classroom Action Research (CAR) conducted within three cycles. Subjects of the research were 21 students of fifth grade. The validity of data in this research was analyzed using triangulation of sources and triangulation of technique. Data were analyzed using qualitative analysis and quantitative analysis. The results of this research show that: (1) the steps on the use of problem-based learning (PBL) model in improving critical thinking skill, namely: (a) identifying the core problem, (b) creating plan of problem solving, (c) investigating to solve problem, (d) reporting the results of the investigation, (e) analyzing the process of problem solving, (2) ) the use of problem-based learning (PBL) model can improve critical thinking skill. It was proven by the increase in the number of critical thinking skill both teacher and students, teacher got 81,22% in cycle I, 85,81% in cycle II and 91,52% in cycle III, also, students critical thinking skills: 80,83% in cycle I, 84,29% in cycle II, and 89,61% in cycle III, (3) the use of problem-based learning (PBL) model can improve learning outcome on IPA. It is proven by the increase of students’ completeness of study 85,72% in cycle I, 88,10% in cycle II, 92,86% in cycle III, (4) The obstacle on the use of problem-based learning (PBL) model are: (a) students were still being passive, (b) students still did not give commentary, (c) students did not understand the relation between hypothesis and conclusion, (d) students felt ashamed conducting presentation, (e) students condition were not comfortable during lesson. Hence, the solutions are: (a) teacher gave chance to ask, (b) teacher guided students to give commentary, (c) teacher explained the relation between hypothesis and conclusion, (d) motivating students to be brave in presenting, (e) teacher controlled the class. The conclusion of this research was ) the use of problem-based learning (PBL) model improve students’ critical thinking skill on the learning of IPA about the force for fifth-grade students of SD Negeri 1 Gebangsari in the academic year of 2016/2017. Keywords: Problem-Based Learning (PBL), critical thinking, learning outcome, IPA

    Item Type: Thesis (Other)
    Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
    Q Science > Q Science (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan
    Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Guru Sekolah Dasar
    Depositing User: faizah sarah yasarah
    Date Deposited: 07 Jun 2017 21:27
    Last Modified: 07 Jun 2017 21:27
    URI: https://eprints.uns.ac.id/id/eprint/33979

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