PENGARUH MODEL PBL BERBASIS TPACK TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA
DOI:
https://doi.org/10.37478/optika.v10i1.7934Abstract
Penelitian ini bertujuan untuk menganalisis perbedaan keterampilan berpikir kritis siswa dalam pembelajaran fisika SMA pada materi gelombang bunyi antara kelas yang dibelajarkan menggunakan model PBL berbasis TPACK dan PBL konvensional. Penelitian ini menggunakan metode quasi eksperiment research dengan desain one-way non-equivalent pretest-posttest control group design. Populasi yang digunakan terdiri atas 5 kelas dengan jumlah siswa sebanyak 177 orang. Sampel yang digunakan terdiri dari 2 kelas yang dipilih menggunakan teknik cluster random sampling sebanyak 69 siswa yang tersebar pada kelas eksperimen sebanyak 35 siswa dan kelas kontrol sebanyak 34 siswa. Instrumen keterampilan berpikir kritis yang digunakan yaitu tes esai sebanyak 10 soal. Hasil pretest-posttest dianalisis menggunakan statistik deskriptif dan uji ANCOVA dengan taraf signifikansi 0,05. Secara deskriptif, rata-rata posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Hasil uji ANCOVA menujukkan bahwa model pembelajaran yang digunakan berpengaruh signifikan terhadap keterampilan berpikir kritis siswa ( ; p ) serta kontribusi sebesar 40,6%. Dengan demikian, terdapat perbedaan keterampilan berpikir kritis siswa yang belajar dengan model PBL berbasis TPACK dan siswa yang belajar menggunakan PBL konvensional.. Implikasi penelitian mengindikasikan bahwa integrasi teknologi yang didukung oleh pedagogik dan konten dalam pembelajaran berbasis masalah mampu mendukung pengembangan keterampilan berpikir kritis siswa, khususnya pada pembelajaran fisika yang bersifat abstrak.
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Keywords:
Berpikir Kritis, Fisika, Problem Based Learning, TPACKReferences
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