Abstrak: Berpikir kritis merupakan salah satu keterampilan yang diperlukan dalam proses pembelajaran kimia. Alternatif pembelajaran yang dapat melatihkan keterampilan berpikir kritis peserta didik adalah model pembelajaran problem solving berbantuan lembar kerja peserta didik. Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran problem solving, aktivitas peserta didik, keterampilan berpikir kritis, hasil belajar, dan respon peserta didik. Metode penelitian yang digunakan adalah Pre-Experimental dengan One Group Pretest-Posttest Design. Subjek penelitian adalah 36 peserta didik kelas XI MIPA 1 SMA Negeri 19 Surabaya. Hasil yang diperoleh: (1) Model pembelajaran problem solving yang dilaksanakan selama dua kali pertemuan memperoleh persentase rata-rata keterlaksanaan sebesar 96,57% dan 98,68%. (2) Aktivitas peserta didik yang relevan untuk melatihkan keterampilan berpikir kritis selama dua kali pertemuan memperoleh persentase sebesar 96,24% dan 97,61%. (3) Keterampilan berpikir kritis pada keempat indikator mengalami peningkatan pada kriteria tinggi dengan nilai N-gain yang diperoleh untuk indikator interpretasi sebesar 0,86, analisis sebesar 0,75, evaluasi sebesar 0,86, dan inferensi sebesar 0,89. (4) Hasil belajar peserta didik secara klasikal mendapatkan persentase sebesar 97,22%. (5) Peserta didik memberikan respon positif terhadap penerapan model pembelajaran problem solving berbantuan lembar kerja peserta didik dengan persentase respon sebesar 94,61%. Hasil ini menunjukkan bahwa model pembelajaran problem solving berbantuan lembar kerja peserta didik dapat melatihkan keterampilan berpikir kritis peserta didik pada materi laju reaksi.

Kata kunci: Model Pembelajaran Problem Solving, Keterampilan Berpikir Kritis, Laju Reaksi

Abstract: Critical thinking is one of the necessary skills in chemistry learning process. Alternative learning that can train students’ critical thinking skills is a problem-solving learning model assisted by student worksheets. This research aims to describe the implementation of the problem-solving learning model, students’ activities, critical thinking skills, learning outcomes, and students’ responses. Methods of the research used are Pre-Experimental with One Group Pretest-Posttest Design. Subjects of the research were 36 students of grade XI MIPA 1 Senior High School 19 Surabaya. The results obtained: (1) The problem-solving learning model was implemented during two meetings obtained an average percentage of 96.57% and 98.68%. (2) Students’ relevant activities to train critical thinking skills during two meetings obtained percentages of 96.24% and 97.61%. (3) Critical thinking skills on the four indicators have increased in the high criteria as the N-gain score represents for the interpretation indicator is 0.86, analysis is 0.75, evaluation is 0.86, and inference is 0.89. (4) Student learning outcomes classically get a percentage of 97.22%. (5) Students give positive responses to the implementation of the problem-solving learning model assisted by student worksheets with responses percentage of 94.61%. This result represented that the problem-solving learning model assisted by student worksheets can train students' critical thinking skills on reaction rate material.

Keywords: Problem Solving Learning Model, Critical Thinking Skills, Reaction Rate