PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA
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Published:
Jun 24, 2020
Keywords:
critical thinking skills, discovery learning model, sosioscientific issues
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Abstract
The aim of this study was to determine the influence of sosioscientific issues in discovery learning model toward critical thinking skills of students on the subject matter of acid-base. The research method used was quasi experimental, with the type of research design was posttest only control group design. The population in this study was all students of class XI MIPA SMAN 13 Samarinda in the 2018/2019 school year, amounting to 66 students, which were divided into 2 classes. The samples were taken using saturated sampling technique. The technique used to measure critical thinking skills of students was post-test technique in form of essay test. Data were analyzed by normality test, homogeneity test, and independent sample t-test. The results showed the average posttest score in the control class was 72.06 (good category) and the experimental class was 79.36 (good category). Statistical analysis using t-test showed tcount, 3.15 > ttable, 1.66, which means that there was an influence of the use of sosioscientific issues in the discovery learning model toward critical thinking skills of students on the subject matter of acid-base.
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Kusumaningtyas, P., Oktafiani, R., Nurhadi, M., & Sulistyaningwarni, S. (2020). PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA. Orbital: Jurnal Pendidikan Kimia, 4(1), 64-74. https://doi.org/10.19109/ojpk.v4i1.5172
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How to Cite
Kusumaningtyas, P., Oktafiani, R., Nurhadi, M., & Sulistyaningwarni, S. (2020). PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA. Orbital: Jurnal Pendidikan Kimia, 4(1), 64-74. https://doi.org/10.19109/ojpk.v4i1.5172
References
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Purwanto, C.E., Nugroho, S.E., & Wiyanto. (2012). Penerapan Model Pembelajaran Guided Discovery Pada Materi Pemantulan Cahaya untuk Meningkatkan Berpikir Kritis. Unnes Physics Education, 1(1), 26–32.
Ratcliffe, M., Grace, M. (2003). Science Education for Citizenship: Teaching Socio-Scientific Issues. Philadelphia: Open University Press.
Rudibyani, R. B., & Perdana, R. (2018). Enhancing higher-order thinking skills using discovery learning model’s on acid-base pH material. AIP Conference Proceedings, 2014. https://doi.org/10.1063/1.5054512
Sadler, T. D. (2011). Socio-scientific issues in the classroom. Heidelberg: Springer.
Sapitri, U. E., Kurniawan, Y., & Sulistri, E. (2016). Penerapan Model Discovery Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas X Pada Materi Kalor. JIPF (Jurnal Ilmu Pendidikan Fisika), 1(2), 64-66.
Topcu, M.S., Sadler, T.D., & Yilmaz-Tuzun, O. (2010). Preservice Science Teachers’ Informal Reasoning about Sociocientific Issues: The Influence of Issues Context. International Journal of Science Education, 32(18), 2475–2495.
Ariandari. (2015). Mengintergrasikan Higher Order Thinking Dalam Pembelajaran Creative Problem Solving. Seminar Nasional Matematika dan Pendidikan Matematika UNY.
Depdiknas. (2010). Standar Kompetensi Mata Pelajaran Kimia SMA dan MA. Jakarta: Depdiknas.
Ennis, R. H. (1994). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. The Sixth Interational Conference on Thinking.
Mahanani, I., Rahayu, S., Fajaroh, F. (2016). Pengaruh Pembelajaran Inkuiri Berkonteks Socioscientific-Issues Terhadap Keterampilan Berpikir Kritis dan Scientific Explanation. Jurnal Kependidikan, 3(1), 53–68.
Mazfufah. (2017). Pengaruh Metode Diskusi Isu-Isu Sosiosaintifik Terhadap Kemampuan Penalaran Ilmiah Peserta Didik. Skripsi. Jakarta: Universitas Islam Negeri Syarif Hidayatullah.
Mentari, W., & Achmad, A. (2015). Pengaruh Model Discovery Learning terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Siswa. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 3(6).
Murti. (2009). Analisis Kemampuan berpikir Kritis ditinjau dari Keterampilan Proses Sains dan Motivasi Belajar melalui Model PBL. Journal of Primary Education, 6(1), 24-35.
Nugraha, A. J., Suyitno, H., & Susilaningsih, E. (2017). Analisis Kemampuan Berpikir Kritis Ditinjau dari Keterampilan Proses Sains dan Motivasi Belajar melalui Model PBL. Journal of Primary Education, 6(1), 35–43.
Pambudi, F. S., Sunyono, & Diawati, C. (2018). Pengaruh Isu Sosiosaintifik untuk Meningkatkan Literasi Kimia Siswa pada Materi Larutan Elektrolit dan Non-Elektrolit. Jurnal Pendidikan Kimia, 7(2), 1–12.
Pandela, Y.S., Sunyono, Rudibyani, R. B. (2019). Pengaruh Isu Sosiosaintifik dalam Meningkatkan Kemampuan Berpikir Kritis pada Materi Larutan Elektrolit dan Non Elektrolit. Jurnal Pendidikan Dan Pembelajaran Kimia, 8(2). https://doi.org/10.23960/jppk.v8.i2.201907
Pratiwi, Y.N., Rahayu, S., Fajaroh, F. (2016). Socioscientific Issues (SSI) in Reaction Rates Topic and Its Effect on the Critical Thinking Skills of High School Students. Jurnal Pendidikan IPA Indonesia, 5(2), 164–170.
Purwanto, C.E., Nugroho, S.E., & Wiyanto. (2012). Penerapan Model Pembelajaran Guided Discovery Pada Materi Pemantulan Cahaya untuk Meningkatkan Berpikir Kritis. Unnes Physics Education, 1(1), 26–32.
Ratcliffe, M., Grace, M. (2003). Science Education for Citizenship: Teaching Socio-Scientific Issues. Philadelphia: Open University Press.
Rudibyani, R. B., & Perdana, R. (2018). Enhancing higher-order thinking skills using discovery learning model’s on acid-base pH material. AIP Conference Proceedings, 2014. https://doi.org/10.1063/1.5054512
Sadler, T. D. (2011). Socio-scientific issues in the classroom. Heidelberg: Springer.
Sapitri, U. E., Kurniawan, Y., & Sulistri, E. (2016). Penerapan Model Discovery Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas X Pada Materi Kalor. JIPF (Jurnal Ilmu Pendidikan Fisika), 1(2), 64-66.
Topcu, M.S., Sadler, T.D., & Yilmaz-Tuzun, O. (2010). Preservice Science Teachers’ Informal Reasoning about Sociocientific Issues: The Influence of Issues Context. International Journal of Science Education, 32(18), 2475–2495.