Pengaruh Model Learning Cycle 5E Berbantuan PhET terhadap Peningkatan Keterampilan Berpikir Kritis Peserta Didik pada Materi Efek Rumah Kaca

Penelitian ini dilatarbelakangi oleh keterampilan berpikir kritis peserta didik yang masih rendah. Penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan berpikir kritis, keterlaksanaan pembelajaran, dan respons peserta didik terhadap Learning Cycle 5E berbantuan PhET. Metode penelitian ini yaitu kuantitatif dengan rancangan Nonequivalent Control Group design. Subjek penelitian ini yaitu peserta didik kelas IX-B dan IX-K yang masing-masing berjumlah 30 pada salah satu SMPN di Surabaya. Teknik pengumpulan data yaitu menggunakan tes, observasi, dan angket, serta instrumen penelitian ini adalah soal tes keterampilan berpikir kritis, lembar observasi, dan angket respons. Data dianalisis menggunakan persentase, uji beda rerata, dan N-gain. Berdasarkan penelitian diperoleh bahwa terdapat perbedaan peningkatan keterampilan berpikir kritis peserta didik yaitu kelas eksperimen lebih tinggi daripada kelas kontrol. Hasil posttest juga lebih tinggi daripada pretest pada kelas eksperimen. Rata-rata keterlaksanaan pembelajaran pada pertemuan pertama dan kedua diperoleh kategori sangat baik serta hasil respons peserta didik sangat positif. Simpulannya yaitu Learning Cycle 5E berbantuan PhET dapat meningkatkan keterampilan berpikir kritis peserta didik pada materi efek rumah kaca. Saran pendidik jika model ini diterapkan, yang harus diperhatikan adalah dalam hal device.

This research was motivated by the low critical thinking skills of students. This research aims to describe the improvement of critical thinking skills, learning implementation, and students' responses after participating in Learning Cycle 5E learning assisted by PhET. This research method is quantitative, with a Nonequivalent Control Group design. The subjects of this research are students in grades IX-B and IX-K, each of which amounted to 30 at one of the junior high schools in Surabaya. Data collection techniques were using tests, observations, and questionnaires, and the instruments of this research were critical thinking skills test questions, observation sheets, and response questionnaires. The data were analyzed using percentage, mean difference test, and N-gain. Based on the research, it was found that there was a difference in the improvement of students' critical thinking skills, which was higher in the experimental class than the control class. The posttest results were also higher than the pretest in the experimental class. The average implementation of learning in the first and second meetings obtained a very good category and the results of students' responses were also very positive. The conclusion is that Learning Cycle 5E assisted by PhET can improve students' critical thinking skills on greenhouse effect material. Educators' recommendations if this model is applied, what must be considered is in terms of devices