PENERAPAN MODEL PEMBELAJARAN PROJECT-BASED INQUIRY SCIENCE TERINTEGRASI PENDIDIKAN LINGKUNGAN TERKAIT PERUBAHAN IKLIM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS
APPLICATION OF PROJECT-BASED INQUIRY SCIENCE LEARNING MODEL INTEGRATED WITH ENVIRONMENTAL EDUCATION RELATED TO CLIMATE CHANGE TO IMPROVE CRITICAL THINKING SKILLS
Penelitian ini bertujuan untuk melatihkan kemampuan berpikir kritis peserta didik kelas XI SMA melalui penerapan model pembelajaran project-based inquiry science terintegrasi pendidikan lingkungan terkait perubahan iklim. Hasil penelitian yang diperoleh berupa keterlaksanaan pembelajaran, kemampuan berpikir kritis dan repon peserta didik. Penelitian yang dilakukan menggunakan jenis penelitian kuantitatif true experiment dengan desain penelitian pre-test and post-test control group design. Subjek penelitian ini adalah peserta didik SMA Negeri Kesamben, dengan menggunakan dua kelas yaitu satu kelas eksperimen dan satu kelas kontrol. Instrumen penelitian terdiri dari lembar observasi pembelajaran, lembar tes kemampuan berpikir kritis dan lembar instrumen angket respon. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran project-based inquiry science terintegrasi pendidikan lingkungan terkait perubahan iklim terlaksana dengan sangat baik. Terdapat perbedaan hasil secara signifikan dari kemampuan berpikir kritis peserta didik kelas eksperimen sebelum dan sesudah penerapan pembelajaran project-based inquiry science terintegrasi pendidikan lingkungan terkait perubahan iklim. Didukung dengan hasil analisis N-gain, terjadi peningkatan nilai pre-test ke post-test dengan rata-rata N-gain sebesar 0,56 pada kelas eksperimen yang berkategori sedang sedangkan pada kelas kontrol diperoleh rata-rata N-gain sebesar 0,17 yang berkategori rendah. Respon peserta didik diperoleh secara statistik yaitu dengan rata-rata persentase kumulatif sebesar 89,53% dengan kategori sangat baik pada angket pernyataan positif, dan mendapatkan rata-rata persentase kumulatif sebesar 91,29% dengan kategori sangat baik pada angket pernyataan negatif. Dapat disimpulkan bahwa penerapan model pembelajaran project-based inquiry science terintegrasi pendidikan lingkungan terkait perubahan iklim terlaksana dengan sangat baik, dapat meningkatkan kemampuan berpikir kritis peserta didik dan memperoleh respon yang sangat baik dari peserta didik.
Kata kunci: kemampuan berpikir kritis, pendidikan lingkungan, project-based inquiry science
This study aims to train the critical thinking skills of high school class XI students through the application of project-based inquiry science learning model integrated with environmental education related to climate change. The results of the research obtained in the form of learning implementation, critical thinking skills and students' responses. The research conducted used a type of true experiment quantitative research with a pre-test and post-test control group design. The subjects of this study were students of SMA Negeri Kesamben, using two classes, namely one experimental class and one control class. The research instruments consisted of learning observation sheets, critical thinking skills test sheets and response questionnaire instrument sheets. The results showed that the application of the project-based inquiry science learning model integrated with environmental education related to climate change was very well implemented. There are significant differences in the results of the critical thinking skills of experimental class students before and after the application of project-based inquiry science learning integrated with environmental education related to climate change. Supported by the results of the N-gain analysis, there was an increase in pre-test to post-test scores with an average N-gain of 0.56 in the experimental class which was categorized as moderate while in the control class an average N-gain of 0.17 was obtained which was categorized as low. The response of students was obtained statistically, namely with an average cumulative percentage of 89.53% with a very good category in the positive statement questionnaire, and obtained an average cumulative percentage of 91.29% with a very good category in the negative statement questionnaire. It can be concluded that the application of the project-based inquiry science learning model integrated with environmental education related to climate change is very well implemented, can improve students' critical thinking skills and get a very good response from students.
Keywords: critical thinking skills, environmental education, project-based inquiry science