ABSTRAK

Abadiah, Vivit Novia Harirotul. 2019. Pengaruh Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Terhadap Kemampuan Berpikir Kritis Peserta Didik Madrasah Aliyah. Tesis, Program Studi Ilmu Pendidikan Sosial, Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Dr. Ketut Prasetyo, MS., (II) Prof. Dr. Sunarto, M. Sc.

Kata Kunci: Model pembelajaran POGIL,  kemampuan berpikir kritis, berorientasi pada proses, inkuiri terbimbing,

Penelitian ini bertujuan menganalisis pengaruh model pembelajaran POGIL terhadap kemampuan berpikir kritis peserta didik. Jenis penelitian ini adalah Quasi-Experimental Design dengan non equivalent Pretest-Posttest control group design. Variabel dalam penelitian ini terdiri atas variabel bebas yaitu model pembelajaran POGIL  dengan fase yaitu orientation, exploration, concept formation, application, dan closure serta variabel terikatnya adalah kemampuan berpikir peserta didik. Pembelajaran dilaksanakan di MA Nurul Ulum Kota Malang kelas X-IIS-2 dan X-IIS-3 pada pembelajaran Geografi materi fenomena hidrosfer serta dampaknya bagi kehidupan. Kemampuan berpikir kritis diukur menggunakan tes tertulis dengan instrumen pengumpulan datanya berupa soal uraian yang terdiri dari lima indikator yaitu kemampuan merumuskan masalah, melakukan deduksi, memberikan argumen, melakukan evaluasi, dan mengambil keputusan.    

Data hasil penelitian menunjukkan rerata nilai pretest kemampuan berpikir peserta didik kelas kontrol tidak memiliki perbedaan yang telampau jauh yaitu sebesar 57,65 pada kelas kontrol dan kelas eksperimen sebesar 58,87. Setelah diberikan perlakuan dalam pembelajaran, peserta didik diberi posttest dengan hasil rerata pada kelas kontrol adalah 67,08 dan pada kelas eskperimen sebesar 81,60. Berdasarkan uji prasyarat analisis, data kemampuan berpikir kritis berdistribusi  normal dan homogen. Uji hipotesis data hasil pretest menunjukkan bahwa tidak ada perbedaan yang signifikan kemampuan berpikir kritis pada kedua kelas. Uji hipotesis data hasil posttest menunjukkan bahwa terdapat perbedaan yang signifikan kemampuan berpikir kritis peserta didik pada kedua kelas. Berdasarkan hasil analisis, dapat disimpulkan bahwa model pembelajaran POGIL memiliki pengaruh yang signifikan terhadap kemampuan berpikir kritis peserta didik madrasah aliyah.   

ABSTRACT

Abadiah, Vivit Novia Harirotul. 2019. The Effect of Process Oriented Guided Inquiry Learning (POGIL) Learning Model on Critical Thinking Skills of Islamic Senior High School (MA) students. Thesis, Social Education Program, Postgraduate of Surabaya State Univeristy. Advisors: (I) Dr. Ketut Prasetyo, MS., (II) Prof. Dr. Sunarto, M. Sc..

Keywords: POGIL learning model, critical thinking skills, process oriented, guided inquiry.

This study aims to analyze the presence or absence of the influence of the POGIL model on the critical thinking skills of Islamic students and due at MA Nurul Ulum, Malang City on Geography learning, the hydrosphere phenomenon and its impact on life material. This type of research is a Quasi-Experimental Design with non-equivalent Pretest-Posttest control group design. The variables in this study consisted of independent variables namely the POGIL learning model with phases namely orientation, exploration, concept formation, application, and closure, and the dependent variable was the students’ thinking skills. The learning held in X-IIS-2 and X-IIS-3 class. The critical thinking skills was measured using written test with the data collection instrument in the form of a description question consisting of five indicators, namely the ability to formulate problems, make deductions, provide arguments, conduct evaluations, and make decisions.    

The results of the study showed that the mean value of the pretest of critical thinking skills of the control class student did not have a difference that was far away at 57.65 in the control class and the experimental class at 58.87. After being given treatment in learning, students were given posttest with the mean results in the control class was 67.08 and in the experimental class was 81.60. Based on the analysis of prerequisite test, the critical thinking skills data was normally distributed and homogeneous.  Hypothesis testing data from pretest results showed that there was no siginificant difference in critical thinking skills in both classes. Hypothesis testing of posttest results data showed that there are significant differences in students’ critical thinking skills in both classes. Based on the results of the analysis, it can be concluded that the POGIL learning model has a significant influence on the critical thinking skills of the MA students.