Pengembangan Model Problem-based Learning (PbL) dengan Pola Integrasi Pendidikan Science, Technology, and Society (STS) untuk Mencapai Keterampilan Berpikir Kritis Siswa Sekolah Dasar

Development of a Problem-based Learning (PbL) Model with an Integration Pattern of Science, Technology, and Society (STS) Education to Achieve Critical Thinking Skills for Elementary School Students

Penelitian ini bertujuan untuk (1) Menghasilkan model PbL-STS yang layak untuk mencapai keterampilan berpikir kritis siswa sekolah dasar; (2) Menghasilkan model PbL-STS yang praktis untuk mencapai keterampilan berpikir kritis siswa sekolah dasar; (3) Menganalisis keefektifan model PbL-STS untuk mencapai keterampilan berpikir kritis siswa sekolah dasar; serta (4) Mendeskripsikan keterampilan berpikir kritis siswa sekolah dasar setelah implementasi model PbL-STS.

Penelitian yang akan dilaksanakan merupakan penelitian berjenis pengembangan atau biasa disebut sebagai R & D (Research and Development) dengan subjek penelitiannya adalah peserta didik kelas IV yang berlokasi di SD Muhammadiyah 3 Surabaya. Adapun tahapan-tahapan pada penelitian pengembangan merujuk pada model desain pengembangan sistem pembelajaran milik Dick & Carey yang terdiri atas sepuluh tahapan. Teknik pengumpulan data yang digunakan adalah pengamatan, angket dan tes, dengan instrumen lembar validasi, lembar pengamatan, lembar angket dan lembar tes. Teknik analisis data digunakan untuk memperoleh data kelayakan model PbL-STS (validitas buku model dan bentuk operasionalnya), kepraktisan model PbL-STS (keterlaksanaan model PbL-STS, keterlaksanaan pembelajaran, dan aktivitas peserta didik), dan keefektifan model PbL-STS (respon peserta didik dan hasil belajar peserta didik).

Berdasarkan hasil pemelitian dan pembahasan, maka diperoleh beberapa simpulan, yaitu (1) Berdasarkan hasil validasi oleh ahli, model PbL-STS beserta bentuk operasional (RPP, LKPD, dan THB) dan instrumen penilaian (lembar pengamatan keterlaksanaan model PbL-STS, lembar pengamatan keterlaksanaan pembelajaran, lembar pengamatan aktivitas peserta didik, serta lembar angket respon peserta didik) dikatakan layak untuk mencapai keterampilan berpikir kritis siswa sekolah dasar; (2) Berdasarkan hasil pengamatan terhadap keterlaksanaan model PbL-STS, keterlaksanaan pembelajaran, dan aktivitas peserta didik, model PbL-STS dikatakan praktis untuk mencapai keterampilan berpikir kritis siswa sekolah dasar; (3) Berdasarkan hasil angket respon peserta didik, serta skor pretest dan posttest, model PbL-STS dikatakan efektif untuk mencapai keterampilan berpikir kritis siswa sekolah dasar; serta (4) Terdapat perbedaan keterampilan berpikir kritis siswa sekolah dasar setelah implementasi model PbL-STS dibandingkan dengan sebelumnya.

This study aims to (1) produce a feasible PbL-STS model to achieve critical thinking skills of elementary school students; (2) Producing a practical PbL-STS model to achieve critical thinking skills for elementary school students; (3) analyzing the effectiveness of the PbL-STS model to achieve critical thinking skills of elementary school students; and (4) to describe the critical thinking skills of elementary school students after implementing the PbL-STS model.

The research to be carried out is development type research or commonly referred to as R & D (Research and Development) with the research subjects being class IV students located at SD Muhammadiyah 3 Surabaya. The stages in development research refer to Dick & Carey's learning system development design model which consists of ten stages. The data collection techniques used were observation, questionnaires and tests, with validation sheet instruments, observation sheets, questionnaire sheets and test sheets. Data analysis techniques were used to obtain data on the feasibility of the PbL-STS model (validity of the model book and its operational form), the practicality of the PbL-STS model (implementation of the PbL-STS model, implementation of learning, and student activities), and the effectiveness of the PbL-STS model (responses students and student learning outcomes).

Based on the results of the research and discussion, several conclusions were obtained, namely (1) Based on the results of validation by experts, the PbL-STS model along with operational forms (RPP, LKPD, and THB) and assessment instruments (observation sheets of the PbL-STS model implementation, observation sheets the implementation of learning, student activity observation sheets, and student response questionnaire sheets) are said to be feasible to achieve critical thinking skills of elementary school students; (2) Based on the results of observations on the implementation of the PbL-STS model, implementation of learning, and student activities, the PbL-STS model is said to be practical for achieving critical thinking skills of elementary school students; (3) Based on the results of the student response questionnaire, as well as pretest and posttest scores, the PbL-STS model is said to be effective for achieving critical thinking skills of elementary school students; and (4) There are differences in the critical thinking skills of elementary school students after implementing the PbL-STS model compared to before.