ABSTRAK

Rusmansyah. 2019. NIM 107966026, Model Scientific Critical Thinking (SCT) untuk Melatihkan Keterampilan Berpikir Kritis dan Self Efficacy Mahasiswa Calon Guru Kimia. Disertasi, Program Studi S3 Pendidikan Sains, Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Leny Yuanita, M. Kes. dan Ko-Promotor: Prof. Dr. H. Muslimin Ibrahim, M. Pd.

Kata-kata kunci: Model SCT, keterampilan berpikir kritis, self efficacy

Tujuan penelitian ini adalah mengembangkan model Scientific Critical Thinking (SCT) yang valid, praktis, dan efektif untuk melatihkan keterampilan berpikir kritis dan self efficacy mahasiswa calon guru kimia. Pengembangan model SCT menggunakan EDR (Educational Design Research). Subjek uji coba terbatas pada implementasi model SCT pada 1 kelas sebanyak 31 mahasiswa di Program Studi Pendidikan Kimia Universitas Lambung Mangkurat. Subjek uji coba luas pada implementasi model SCT pada 2 kelas sebanyak 70 mahasiswa di Program Studi Pendidikan Kimia dan 3 kelas sebanyak 108 mahasiswa di Program Studi PGSD Universitas Lambung Mangkurat. Desain uji coba menggunakan one-group pretest-posttest design. Pengumpulan data menggunakan instrumen validasi model dan perangkat pendukung, intrumen pengamatan keterlaksanaan RPP dan aktivitas mahasiswa, instrumen tes keterampilan berpikir kritis, angket self efficacy dan angket respons mahasiswa. Teknik analisis data menggunakan analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: 1) validitas isi dan validitas konstruk model SCT ditinjau dari kebutuhan, kemutakhiran, kelogisan, dan konsistensi antar komponen model dalam kriteria sangat valid; 2) validitas perangkat yang dikembangkan (RPS, RPP, BAD, BAM, LKM) dalam kriteria sangat valid; 3) keterlaksanaan model SCT pada uji coba terbatas dan uji coba luas dalam kriteria baik dan sangat baik; 4) aktivitas mahasiswa pada setiap fase model SCT untuk uji terbatas dan uji luas dalam kriteria aktif dan sangat aktif; 5) Keterampilan berpikir krtitis mahasiswa meningkat dalam kriteria tinggi dan signifikan (α=0.05) pada uji coba terbatas dan uji coba luas, 6) self efficacy mahasiswa meningkat dalam kriteria tinggi dan signifikan (α=0.05) pada uji coba terbatas dan uji coba luas, 7) mahasiswa memberikan respons positif terhadap komponen perangkat dan kegiatan pembelajaran model SCT, kebaruan, kejelasan dosen mengajar, dan kemudahan dalam belajar. Berdasarkan hasil penelitian disimpulkan bahwa model SCT yang dikembangkan termasuk valid, praktis, dan efektif untuk melatihkan keterampilan berpikir kritis dan self efficacy  mahasiswa calon guru kimia.

ABSTRACT

Rusmansyah. 2019. NIM 107966026, Scientific Critical Thinking (SCT) Model to Train Critical Thinking Skills and Self Efficacy for Pre-service Teachers of Chemistry. Dissertation, S3 Science Education Study Program, Postgraduate of Universitas Negeri Surabaya. Advisor: Prof. Dr. Leny Yuanita, M. Kes. and Co-Advisor: Prof. Dr. H. Muslimin Ibrahim, M. Pd.

Key Word: Scientific Critical Thinking Model, Critical Thinking Skills, Self efficacy

The purpose of this study is to developed a valid, practical, and effective Scientific Critical Thinking (SCT) model to train the critical thinking skills and self efficacy of pre-service chemistry teachers. The development of the SCT model used EDR (Educational Design Research). The subjects of the trial were limited to the implementation of the SCT model in one class as many as 31 students in the Chemical Education Study Program, Lambung Mangkurat University. The subjects of the broad trial on the implementation of the SCT model in two classes were 70  students in the Chemistry Education Study Program and three classes as many as 108 students in the Early Childhood Education Study Program, Lambung Mangkurat University. The trial design used a one-group pretest-posttest design. The data collection used instrument validation models and supporting devices, instruments for observed lesson plan implementation and student activities, critical thinking skills test instruments, self-efficacy questionnaires, and student response questionnaires. The data analysis technique used quantitative and qualitative descriptive analysis. The results of the study showed that: 1) the content and construct validity of the SCT model in terms of needs, novelty, logic, and consistency among component models is in very valid criteria; 2) the validity of the developed devices (RPS, RPP, BAD, BAM, LKM) is in very valid criteria; 3) the implementation of the SCT model in the trial that was limited and extensive trials were in the criteria of good and very good; 4) student activities in each phase of the SCT model for limited testing and broad test are in active and very active criteria; 5) student critical thinking skills increased in high and significant criteria (α = 0.05) in limited trials and broad trials, 6) student self-efficacy increased in high and significant criteria (α = 0.05) in limited trials and broad trials, and 7) students gave a positive response to the components of the device and SCT model learning activities, novelty, clarity of teaching lecturers, and easy of learning. Based on the results of the study, it can be concluded that the SCT developed model was valid, practical, and effective trained for the critical thinking skills and self-efficacy of the pre-service chemistry teachers.