Pengembangan Model Pembelajaran Critical Thinking Cycle untuk Meningkatkan Disposisi Berpikir Kritis dan Keterampilan Berpikir Kritis Mahasiswa Calon Guru IPA

Development of Critical Thinking Cycle Learning Model to Improve Pre-service Science Teachers' Critical Thinking Disposition and Critical Thinking Skills

Berpikir kritis menjadi isu penting bagi pendidikan dalam menyiapkan kompetensi lulusan yang berkualitas untuk menghadapi tantangan global dan kompetisi di era revolusi industri 4.0. Penelitian ini bertujuan untuk menghasilkan model pembelajaran Critical Thinking Cycle (CTC) yang valid, praktis, dan efektif sehingga layak untuk meningkatkan Disposisi Berpikir Kritis (DBK) dan Keterampilan Berpikir Kritis (KBK) mahasiswa. Model CTC dan perangkat pendukung dikembangkan melalui desain penelitian generic design research model dari Wademan yang terdiri atas 5 tahapan pengembangan yaitu: problem identification, identification of tentative products and design principles, tentative products and theories, prototyping and assessment of preliminary products and theories, dan problem resolution and advancing theory. Desain uji coba menggunakan pra-eksperimen dengan one group pretest-posttest design. Uji coba terbatas dilaksanakan dengan melibatkan mahasiswa Prodi S-1 Pendidikan IPA Universitas Islam Sunan Ampel Surabaya (UINSA) sebanyak satu kelas, sedangkan uji coba luas melibatkan mahasiswa Prodi S-1 Pendidikan IPA UINSA dan mahasiswa Prodi S-1 Pendidikan Sains Universitas Negeri Surabaya masing-masing sebanyak satu kelas.  Data penelitian dikumpulkan dengan instrumen validasi model CTC dan perangkat pendukung model CTC, lembar pengamatan, dan lembar penilaian DBK, lembar penilaian KBK, dan angket. Data yang diperoleh selanjutnya dianalisis secara deskriptif dan inferensial (uji t). Hasil penelitian menunjukkan bahwa: (1) model dan perangkat pendukung model CTC memiliki validitas isi (relevancy) dan konstruk (consistency) yang valid; (2) Model CTC adalah praktis ditinjau dari keterlaksanaan keenam fase model pada kategori keterlaksanaan sangat baik, aktivitas mahasiswa pada kategori hampir sleuruh aktivitas terlaksana dan tidak terdapat kendala yang berarti selama pembelajaran; dan (3) Model CTC efektif untuk meningkatkan DBK dan KBK, dilihat dari: peningkatan skor N-gain pada kategori sedang dan tinggi, kriteria pengembangan DBK dan KBK pada level tinggi/sudah berkembang, hasil uji statistik yang signifikan terhadap peningkatan DBK, KBK, dan adanya konsistensi peningkatan dari masing-masing kelas uji coba luas, dan respon yang sangat positif terhadap pembelajaran model CTC. Jadi dapat disimpulkan bahwa model CTC memenuhi syarat valid, praktis, dan efektif untuk meningkatkan disposisi berpikir kritis dan keterampilan berpikir kritis mahasiswa.

Critical thinking is an important issue for education in preparing qualified graduate competencies to face global challenges and competition in the industrial revolution 4.0 era. This study aims to develop a valid, practical, and effective Critical Thinking Cycle (CTC) learning model to improve students' Critical Thinking Disposition (CTD) and Critical Thinking Skills (CTS). The CTC model and supporting tools were developed through a generic design research model from Wademan, which consisted of 5 stages of development, namely: problem identification; identification of tentative products and design principles; tentative products and theories; prototyping and assessment of preliminary products and theories; and problems resolution and advancing theory. The trial design used a pre-experiment with one group pretest-posttest design. The limited trial involved one class of S-1 Science Education Study Program students at the Islamic University of Sunan Ampel Surabaya (UINSA). In contrast, the broad trial involved students from the S-1 Science Education Study Program at UINSA and students from the S-1 Science Education Study Program at the State University of Surabaya. -one class each. The research data were collected using the CTC model validation instrument and supporting tools for the CTC model, observation sheets, Critical Thinking Disposition Inventory (CTDI), Critical Thinking Skills Test (CTST), and questionnaires. The data obtained were then analyzed descriptively and inferentially (t-test). The results showed that: (1) the model and supporting tools of the CTC model had valid content (relevancy) and construct (consistency) validity; (2) the CTC model is practical in terms of the implementation of the six phases of the model in the category of very good implementation, student activities in the category of almost all activities are carried out, and there are no significant obstacles during learning; and (3) the CTC model is effective for increasing CTD and CTS, seen from the increase in N-gain scores in the medium and high categories, the criteria for developing CTD and CTS at a high/already developed level, statistical test results that are significant to the increase in CTD, CTS, and the consistency of improvement from each class of the broad trial, and a very positive response to the learning of the CTC model. So it can be concluded that the CTC model fulfills the valid, practical, and effective requirements to improve students' critical thinking dispositions and critical thinking skills.