Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran dengan model Science Integrated Learning (SIL) yang mencakup validitas, kepraktisan dan keefektifan untuk melatihkan kemampuan berpikir kritis siswa sekolah dasar. Model yang digunakan terdiri dari 4 tahap yang diadaptasi dari model 4D (Thiagarajan et al,1974) yaitu pendefinisian, perencanaan, pengembangan dan penyebaran dengan desain penelitian pra eksperimen, one group pre test post test. Para peserta adalah siswa kelas 5 SD di SDN Percobaan Surabaya, Jawa Timur. Hasil penelitian menunjukkan bahwa (1) perangkat pembelajaran yang dikembangkan berkategori sangat valid dan reliabel dengan rincian rata-rata validasi silabus 3,96 dan reabilitas 97%, rata-rata validasi RPP 4,20 dan reabilitas 94%, rata-rata validasi LKS 1,2 dan 3 adalah 4,22 dan reabilitas 97%, rata-rata validasi BAS 3,94 dan reabilitas 97% dan rata-rata soal tes berpikir kritis 4,00 dan reabilitas 98% , (2) perangkat pembelajaran yang digunakan praktis digunakan dengan rata-rata persentase keterlaksanaan RPP pada pendahuluan adalah 96%, kegiatan inti 95%, penutupan 98%, pengelolaan waktu 92% dan pengamatan suasana kelas 82%, aktivitas siswa dengan persentase tertinggi adalah Memperhatikan penjelasan guru dan merancang suatu percobaan yaitu sebesar 86% sedangkan persentase terendah adalah mengumpulkan dan menganalisis data yaitu sebesar 69%. (3) perangkat pembelajaran yang dikembangkan efektif dalam meningkatkan kemampuan berpikir kritis siswa. Hal ini dibuktikan dengan adannya peningkatan berpikir kritis siswa dari pretest ke posttest sebesar 96% dan rata-rata N-Gain 0,61 dengan kategori sedang. Dari hasil penelitian diatas dapat disimpulkan bahwa metode Science Integrated Learning (SIL) mampu meningkatkan kemampuan terhadap berpikir kritis siswa SD.
This study aims to produce learning devices with the Science Integrated Learning (SIL) model which includes validity, practicality and effectiveness to train critical thinking skills of elementary school students. The model used consists of 4 stages adapted from the 4D model (Thiagarajan et al, 1974), namely defining, planning, developing and disseminating with a pre-experimental research design, one group pre test post test. The participants were 5th grade elementary school students at the SDN Percobaan Surabaya, East Java. The results of the study show that (1) the learning devices developed in the category are very valid and reliable with the details of the average syllabus validation 3.96 and reliability 97%, the average validation of RPP 4.20 and reliability 94%, the average validation LKS 1 , 2 and 3 are 4.22 and reliability 97%, average validation BAS 3.94 and reliability 97% and the average critical thinking test questions 4.00 and reliability 98%, (2) learning devices that are used practically are used with an average percentage of RPP implementation in the introduction is 96%, 95% core activities, 98% closure, 92% time management and 82% classroom atmosphere observation, the highest percentage of student activities is paying attention to teacher explanations and designing an experiment that is equal to 86% while the lowest percentage is collecting and analyzing data that is equal to 69%. (3) learning devices developed are effective in improving students' critical thinking skills. This is evidenced by the increase in students' critical thinking from pretest to posttest by 96% and the average N-gain of 0.61 with the moderate category. From the results of the above research it can be concluded that the method of Science Integrated Learning (SIL) is able to improve the ability of critical thinking of elementary students.