ABSTRAK

Isnawati. 2019. Model Collaborative Based Science Learning (CBSL) untuk Melatihkan Keterampilan Berpikir Kritis dan Tanggung Jawab Siswa SMP. Disertasi, Program Studi S3 Pendidikan Sains, Program Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. H. Muslimin Ibrahim, M.Pd., dan Ko-Promotor: Prof. Dr. dr. Hj. Tjandrakirana, MS., Sp.And.

Kata-kata kunci: Model Collaborative Based Science Learning, Keterampilan Berpikir Kritis, Tanggung Jawab.

Tujuan penelitian ini adalah menghasilkan model CBSL yang valid, praktis, dan efektif sehingga layak untuk melatihkan Keterampilan Berpikir Kritis (KBK) dan tanggung jawab siswa SMP. Penelitian ini dilakukan dalam tiga fase, yaitu fase pendahuluan, perancangan model, dan pengujian model. Uji coba penelitian menggunakan pra-eksperimen dengan one group pretest-posttest design melalui pengulangan pada kelas VIII-A kemudian direvisi dan diulangi pada kelas VIII-B, dan seterusnya sampai kelas VIII-E. Subjek penelitian adalah model CBSL beserta perangkat pendukungnya yang diujicobakan pada 170 siswa kelas VIII SMPN 6 Banjarmasin. Pengumpulan data menggunakan instrumen validasi model dan perangkat pendukung, instrumen pengamatan keterlaksanaan RPP dan aktivitas siswa, tes keterampilan berpikir kritis, angket tanggung jawab, dan respon siswa. Teknik analisis data secara deskriptif kualitatif, persentase, n-gain, uji-t berpasangan/Wilcoxon). Hasil penelitian menunjukkan: (1) validitas isi dan konstruk model CBSL ditinjau dari kebutuhan, kemutakhiran, kelogisan dan konsistensi antar komponen model dalam kriteria sangat valid; (2) validitas perangkat (silabus, RPP, Buku Ajar, LKS, LP) dalam kriteria sangat valid; (3) keterlaksanaan model pada uji coba penelitian dalam kriteria baik; (4) aktivitas siswa pada uji coba penelitian dalam kriteria aktif; (5) keterampilan berpikir kritis meningkat secara signifikan dalam kriteria tinggi; (6) tanggung jawab meningkat secara signifikan dalam kriteria sedang; dan (7) siswa memberikan respon positif terhadap ketertarikan dan kebaruan model beserta perangkat, kejelasan cara guru mengajar, dan kemudahan siswa dalam belajar. Diperoleh simpulan bahwa model CBSL yang dikembangkan termasuk valid, praktis, dan efektif sehingga layak untuk melatihkan keterampilan berpikir kritis dan tanggung jawab siswa SMP.

ABSTRACT

Isnawati. 2019. Collaborative Based Science Learning (CBSL) Model to Train Student’s Critical Thinking Skills and Responsibility of Junior High School Students. Dissertation, Science Education Study Program, Postgraduate of Surabaya State University. Supervisors: Prof. Dr. H. Muslimin Ibrahim, M.Pd. and Co Supervisor: Prof. Dr. dr. Hj. Tjandrakirana, MS., Sp.And.

Key Word: Collaborative Based Science Learning Model, Critical Thinking Skills, Responsibility

The objective of this study is to produce a valid, practical, and effective CBSL model in training student’s critical thinking skills and responsibility of junior high school students. This study was conducted in three phases, i.e. introduction phase, model design, and model testing. The try out used pra-experiment with one group pretest-posttest design by repetition in each five class of VIII, from VIII-A until VIII-E. Instrument validation models and learning sets, observation instruments for lesson plan implementation and student activities, critical thinking skills test instruments, and questionnaire of student responsibility were used for data collecting. Experimental data were statistically analyzed using qualitative descriptive and quantitative (n-gain, paired t-test/Wilcoxon). The results showed that the quality of learning with the CBSL model uses a well-categorized scientific approach as indicated by: (1) in terms of the needs, state of the art knowledge, and consistency, the content and construct validity of CBSL model were very valid; (2) the validity of learning sets (syllabus, lesson plans, textbook, worksheet, assessment) was very valid; (4) student’s activities in each phase were in good criteria; (5) critical thinking skills increased significantly in high criteria; (6) responsibility  increased significantly in moderate criteria; (7) at the implementation stage, the implementation of good-categorized learning and getting positive response from the students. It was concluded that the CBSL model developed valid, practical, and effective so it was feasible to train critical thinking skills and the responsibilities of junior high school students.