FEASIBILITY OF STRUCTURAL ASSIGNMENT SHEET CRITICAL THINKING SKILLS ON THE REACTION RATE MATERIALS TO TRAIN CRITICAL THINKING SKILLS
Penelitian LPT-KBKi bertujuan untuk menghasilkan Lembar Penugasan Terstruktur Keterampilan Berpikir Kritis yang memiliki kelayakan sebagai perangkat pembelajaran kimia pada materi laju reaksi dalam melatihkan keterampilan berpikir kritis. LPT-KBKi dikembangkan menggunakan metode Research and Develompment (R&D). 15 peserta didik SMAN 1 Tarik yang memperoleh materi laju reaksi sebagai sasaran uji efektivitas LPT-KBKi . Instrumen yang digunakan terdiri atas lembar telaah, lembar validasi, lembar angket respons peserta didik, dan lembar tes keterampilan berpikir kritis. Tahapan penelitian antara lain: (1) mengumpulkan penelitian pendahuluan; (2) merumuskan masalah dan potensi harapan; (3) merancang desain LPT-KBKi; (4) validasi LPT-KBKi; (5) revisi desain LPT-KBKi; (6) uji coba LPT-KBKi; (7) revisi LPT-KBKi. Hasil kevalidan LPT-KBKi untuk tiap soal dengan nilai Mo ≥ 4. Hasil respons peserta didik terhadap komponen indikator keterampilan berpikir kritis sebesar 100% (sangat praktis). Pengujian efektivitas berdasarkan hasil tes berbentuk desain one group pretest-posttest. Berdasarkan hasil uji-t satu pihak diperoleh hasil thitung > ttabel, yaitu 37,25 > 1,76. Hasil tersebut menunjukkan terdapat perbedaan yang signifikan terhadap penggunaan LPT-KBKi. Simpulan berdasarkan hasil tersebut Lembar Penugasan Terstruktur Keterampilan Berpikir Kritis (LPT-KBKi) menjadi perangkat pembelajaran yang layak untuk melatihkan keterampilan berpikir kritis.
The SAS-CTS research aims of produce a Structured Assignment Sheet for Critical Thinking Skills that is suitable as a chemistry learning tool on reaction rate material in practicing critical thinking skills. SAS-CTS was developed using the Research and Development (R&D) method. 15 students of senior high school 1 Tarik who received reaction rate material as targets for testing the effectiveness of SAS-CTS. The instruments used consist of study sheets, validation sheets, student response questionnaire sheets, and critical thinking skills test sheets. Research stages include: (1) collecting preliminary research; (2) formulate problems and potential hopes; (3) designing the SAS-CTS design; (4) SAS-CTS validation; (5) revision of the SAS-CTS design; (6) SAS-CTS trial; (7) revision of SAS-CTS. The SAS-CTS validity results for each question with a Mo value ≥ 4. The results of students' responses to the critical thinking skills indicator components were 100% (very practical). Effectiveness testing is based on test results in the form of a one group pretest-posttest design. Based on the results of the one-party t-test, tcount > ttable, namely 37.25 > 1.76. These results show that there is a significant difference in the use of SAS-CTS. Conclusions based on these results, the Critical Thinking Skills Structured Assignment Sheet (SAS-CTS) is a suitable learning tool for practicing critical thinking skills.