Pengaruh Strategi Pembelajaran Critical Incident terhadap Keterampilan Analisis Siswa
Abstract
The development of science and technology causes education to become a necessity for the younger generation. Based on the results of the survey, students analytical skills are still low, so an active learning strategy is needed that can improve students' analytical skills. Active learning strategies that can be used are Critical Incident strategies. This study aims to determine the effect of using Critical Incident learning strategies on students' analytical skills on the subject of environmental change. The research was carried out in class X MAN 9 Jakarta from March to June 2017. The research method used was quasi-experimental research design using posttest only control design. The population of this study were all students of class X MIA totaling 104 students. The data collection uses a multiple-choice test consisting of 24 items that are integrated with three types of indicators of analytical skills that are differentiating, organizing and attributing. The results showed that the average posttest value of the analytical skills of the experimental class was 64.88 while the control class was 62.49. Hypothesis testing through t-test at the significance level α = 5% obtained t count = 1.74 while t table = 1.67, because t count is greater than t table then H0 is rejected and H1 is accepted. Thus, it can be concluded that the use of Critical Incident learning strategies influences the analytical skills of class X MAN 9 Jakarta students.
Keywords
Full Text:
PDFReferences
Amirullah, G. dan Susilo, S. (2018). Pengembangan Media Pembelajaran Interaktif Pada Konsep Monera Berbasis Smartphone Android. Wacana Akademika. 2(1): 38-47
Anderson, L.W. & David R.K. (2014). Pembelajaran, Pengajaran dan Asesmen. Yogyakarta: Pustaka Belajar.
Bonwell, C. (1996). Active Learning, Creating Excitement in the Classroom. USA: University of Winconsin-La Crosse.
Depdiknas, (2003). UU RI No. 20 Tahun 2003 Bab11 Pasal 3 Tentang Fungsi Pendidikan Nasional. Jakarta: Biro Hukum dan Organisasi Sekjen Depdiknas
Djiwandono, P.I. (2013). Keterampilan Analisis sebagai Bekal Bernalar Kritis. Malang: Malang Pos.
Fitriana, L. (2011). Pengaruh Model Pembelajaran Cooperative Tipe Group Investigation (GI) dan STAD terhadap Prestasi Belajar Matematika Ditinjau dari Kemandirian Belajar Siswa. Skripsi. Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta.
Iswandi, H. (2017). Sekelumit dari Hasil PISA 2015 yang Baru Dirilis. Diunduh tanggal 9 Juni 2017 dari http://www.ubaya.ac.id/content/ articelsdetails.
Kadir. (2015). Statistika Terapan. Jakarta: Rajawali Pers.
Mayer, R.E. (2002). Rote Versus Meaningful Learning. Handbook of educational psychology. 41(4) : 230.
Novita, S., Slamet S. & Yudi, R. (2016). Perbandingan Keterampilan analisis Siswa melalui Penerapan Model Cooperative Learning dengan Guided Discovery Learning. Prosiding Konferensi Nasional Pendidikan Biologi. 13(1) : 359-367.
Sudijono. (2006). Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grasindo Persada.
Utami, D.N., Asri, W. & Widodo, S.W. (2017). Pengembangan Media Virtual Laboratory IPA Materi Global Warming Berpendekatan Inkuiri Untuk Meningkatkan Keterampilan analisis Siswa Kelas VII. Jurnal Pendidikan Matematika dan Sains. 6(1) : 62-67.
Yuli, N., Budi, H. & Hendri, P. (2013). Model Pembelajaran Group Investigation (GI) terhadap Kemampuan Berpikir Analisis. Skripsi. Universitas Negeri Malang.
Widodo, A. (2006). Revisi Taksonomi Bloom dan Pengembangan Butir Soal. Buletin Puspendik. 3(2) : 18-29.
Zaini, H. (2008). Strategi Pembelajaran Aktif. Yogyakarta: Pustaka Insan Madani.
DOI: https://doi.org/10.17509/aijbe.v1i2.13051
Refbacks
- There are currently no refbacks.
AIJBE is under Creative Commons Attribution-ShareAlike 4.0 International License