Pembelajaraan Contextual Teaching and Learning Berbantuan PhET Simulation untuk Meningkatkan Kemampuan Berpikir Kritis Siswa
DOI:
https://doi.org/10.36312/ej.v5i1.1340Keywords:
Pembelajaran Contextual Teaching and Learning, Simulasi PhET, Berpikir Kritis.Abstract
Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa dengan pembelajaran Contextual Teaching and Learning berbantuan PhET Simulation. Jenis penelitian yang digunakan adalah penelitian quasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas X IPA di MA Dakwah Islamiyah Putri Nurul Hakim Kediri yang terdiri dari empat kelas. Sampel dalam penelitian ini adalah siswa kelas X IPA 1 sebagai kelas eksperimen dan X IPA 2 sebagai kelas kontrol. Teknik pemilihan sampel yaitu porposive sampling yang jumlahnya 31 orang untuk kelas eksperimen dan 30 orang untuk kelas control. Instrumen yang digunakan untuk pengumpulan data berupa lembar observasi, soal pre-test dan post-test, serta dokumentasi. Hasil uji hipotesis diperoleh nilai sig.= 0,00 (sig.< 0,05), sehingga keputusan didapatkan bahwa Ha diterima dan Ho ditolak. Hasil uji selanjutnya menunjukkan adanya peningkatan kemampuan berpikir kritis siswa di kelas eksperimen dan control. Berdasarkan analisis hasil N-Gain dari Kelas eksperimen sebesar 0,75 dengan kriteria tinggi, sedangkan pada kelas kontrol mendapatkan hasil sebesar 0,64 dengan kriteria sedang. Berdasrkan hasil yang diperoleh dapat disimpulkan bahwa pembelajaran Contextual Teaching and Learning Berbantuan PhET Simulation berpengaruh positip terhadap peningkatan Kemampuan Berpikir Kritis Siswa.
Contextual Teaching and Learning Assisted PhET Simulation to Improve Critical Thinking Ability of Students
Abstract
This study aims to improve students' critical thinking skills through Contextual Teaching and Learning assisted by PhET Simulation. The research design used is a quasi-experimental study. The population in this study includes all tenth-grade science students at MA Dakwah Islamiyah Putri Nurul Hakim Kediri, consisting of four classes. The sample in this study includes students from class X IPA 1 as the experimental group and X IPA 2 as the control group. The sampling technique used is purposive sampling, with 31 students in the experimental class and 30 students in the control class. The instruments used for data collection include observation sheets, pre-test and post-test questions, and documentation. The hypothesis testing results obtained a significance value of 0.00 (sig.< 0.05), leading to the conclusion that Ha is accepted and Ho is rejected. Further tests show an increase in critical thinking skills among students in both the experimental and control classes. Based on the N-Gain analysis, the experimental class showed a high criterion increase of 0.75, while the control class showed a moderate criterion increase of 0.64. Based on these results, it can be concluded that Contextual Teaching and Learning assisted by PhET Simulation positively affects the improvement of Students' Critical Thinking Skills.
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