Efektivitas Contextual Teaching and Learning (CTL) Melalui Strategi Pembelajaran Berdiferensiasi Terhadap Keterampilan Berpikir Kritis Peserta Didik pada Mata Pelajaran Ekonomi

Effectiveness of Contextual Teaching and Learning (CTL) through Differentiated Instruction on Students' Critical Thinking Skills in Economics

Tujuan penelitian ini adalah menganalisis efektivitas CTL melalui strategi pembelajaran berdiferensiasi pada keterampilan berpikir kritis peserta didik di pembelajaran ekonomi yang dilaksanakan pada salah satu SMA di Surabaya, Indonesia. Menggunakan desain quasi eksperimen yang membandingkan kelas kontrol dan eksperimen melalui kegiatan pre- post-test. Eksperimen dilakukan selama 4 kali pertemuan dengan melibatkan 2 kelas pada kelas X yang terdiri dari kelas eksperimen (CTL melalui pembelajaran berdiferensiasi) serta kelas kontrol (PBL melalui pembelajaran konvensional). Data pre- post-test dikumpulkan, dan uji ANOVA digunakan untuk menganalisis hasilnya. Berdasarkan ANOVA, peserta didik yang mendapat treatment CTL memiliki nilai berpikir kritis lebih baik daripada peserta didik yang memperoleh treatment PBL. Sehingga treatment CTL melalui pembelajaran berdiferensiasi efektif diterapkan dalam memaksimalkan keterampilan berpikir kritis peserta didik pada pembelajaran ekonomi.

This study intends to analyze the effectiveness of CTL through differentiated instruction in students' critical thinking skills in economics subjects at one of Surabaya’s high schools. Using a quasi-experimental design that compares the experimental with the control class using pre- post-test activities, through a non-equivalent control group design. The experimentation was carried out over 4 meetings involving 2 classes in class X consisting of an experimental class (CTL through differentiated instruction) and a control class (PBL through conventional learning strategies). Pre- post-test data were collected, and ANOVA was used to analyzed the results. Based on ANOVA, the critical thinking skills outcomes of students who received CTL treatment were higher compared to students who received PBL treatment. So that CTL learning through differentiated instruction is effectively used in upgrading students' critical thinking skills in economics subjects.