APPLICATION OF PROBLEM BASED LEARNING ASSISTED BY LKPD BASED ON NATURAL RESOURCES TO IMPROVE CRITICAL THINKING OF CLASS VIII STUDENTS AT SMP NEGERI 1 BANGIL
Penelitian ini dilakukan kepada siswa kelas VIII di SMP Negeri 1 Bangil diambil secara pirposif dengan penentuan kelas eksperimen yakni VIII-A dan kelas kontrol yakni VIII-B. Penelitian ini menjawab rumusan masalah satu yakni apakah ada perbedaan yang signifikan antara kemampuan berpikir kritis siswa antara kelas eksperimen dan kelas kontrol, serta rumusan masalah kedua tingkat berpikir kritis siswa setelah peneraban problem based learning berbantuan LKPD. Metode yang digunakan menggunakan Mixed method atau campuran antara kuantitatif dan kualitatif. Teknik pengumpulan data dilakukan melalui observasi, penyebaran tes kritis siswa, dan dokumentasi. Teknik analisis data pada rumusan masalah satu menggunakan perhitungan statistic uji t paired sample dan uji t independent. Sedangkan rumusan masalah dua menggunakan penskoran dengan nilai akhir dilakukan rata-rata untuk dikelaskan pada kelas interval sehingga diperoleh hasil akhir tingkat berpikir kritis siswa.
Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol saat menerapkan problem based learning berbantuan LKPD dengan dilakukan percobaan pre-tes selisih antara kelas eksperimen dan kelas kontrol sebesar 8,8656 .Namun setelah dilakukan percobaan post-tes selisih semakin lebar menjauh dengan selisih 15,8817. Sedangkan pada pengujian skor untuk melihat Tingkat berpikir kritis siswa diketahui nilai total skor nya sebanyak 4957 dengan rata-rata sebesar 165,23 yang tergolong kritis dengan kelas interval 137-168.
Kata Kunci: Penerapan Problem Based Learning, Model LKPD, Tingkat Berpikir Kritis
This research was conducted on class VIII students at SMP Negeri 1 Bangil, taken pyropositively by determining the experimental class, namely VIII-A and the control class, namely VIII-B. This research answers the first problem formulation, namely whether there is a significant difference between students' critical thinking abilities between the experimental class and the control class, as well as the second problem formulation of the level of students' critical thinking after implementing problem based learning assisted by LKPD. The method used uses a mixed method or a mixture of quantitative and qualitative. Data collection techniques are carried out through observation, distributing critical student tests, and documentation. The data analysis technique in problem formulation one uses statistical calculations of the paired sample t test and independent t test. Meanwhile, the second problem formulation uses scoring with the final score being averaged to be classified into interval classes so that the final result of the student's critical thinking level is obtained.
The results of the research showed that there was a significant difference between the experimental class and the control class when implementing problem based learning assisted by LKPD by conducting a pre-test experiment. The difference between the experimental class and the control class was 8.8656. However, after the post-test experiment was carried out, the difference became even wider. with a difference of 15.8817. Meanwhile, in the score test to see the level of critical thinking of students, it was found that the total score was 4957 with an average of 165.23 which was classified as critical with an interval class of 137-168.
Keywords: Application of Problem Based Learning, LKPD Model, Critical Thinking Level