Trapsilowati, Aris (2017) Kemampuan berpikir kritis siswa SMP melalui problem based learning dengan scaffolding / Aris Trapsilowati. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Trapsilowati Aris. 2017. Critical Thinking Ability of Junior High School Students through Problem-Based Learning with Scaffolding.Thesis. Basic Education of Science Postgraduate UniversitasNegeri Malang. Advisors (I) Dr. Supriyono Koes Handayanto M.Pd M.A. (II) Dr. Hadi Suwono M.Si. Keywords critical thinking ability problem-based learning scaffolding Science learning not only focuses on material content but also reviews the contexts of daily life that are interlinked and complex. One of the learning abilities that need to be developed be practiced and integrated into the curriculum is critical thinking ability. The critical thinking ability is the ability to think logically and reflectively focus on the decision-making that is believed and will be done. The preliminary study results conducted from several state junior high schools in Pasuruan showed that the students critical thinking ability is low. Learning that is able to cover students critical thinking ability through a problem-based learning. The difficulties of implementing problem-based learning in the classroom can be overcome by providing scaffolding. This study aims to determine the differences in critical thinking ability between students learning through problem-based learning with students who learn through problem-based learning with scaffolding in terms of prior knowledge control and explain how the influence of problem-based learning with scaffolding in improving students critical thinking ability. This research was a mixed method explanatory design research consisting of two main processes that were a quantitative process followed by a qualitative process. The quantitative design used a quasi-experimental type non-equivalent control group design with the experiment and the control group which was not specified randomly. The qualitative design used a case study approach from students who are affected by the intervention. The subjects of the study were eight grade students of SMPN 2 Sukorejo consisting of five classes in the academic year 2016/2017. The quantitative samples were 30 students for the experimental group and 27 students for the control group selected by cluster random sampling technique. The samples of qualitative were 4 students from the experimental group and 2 students from the control group chosen by purposive sampling. The quantitative instruments used in this study were the prior knowledge test and critical thinking ability test in the form of a reasonable multiple choice (Alpha Cronbach s 0.752). Qualitative instruments used semi-structured interviews through think aloud. The quantitative data obtained were analyzed statistically through the preliminary test of parametric analysis and ANCOVA test with the prior knowledge as the covariate. The qualitative data were analyzed by flow method. The results showed that 1) there is a difference of students critical thinking ability which is learned through problem-based learning with students who are taught by problem-based learning with scaffolding. Students who are taught by problem-based learning with scaffolding is higher than students who are taught by problem-based learning in critical thinking ability although the control of prior knowledge of students does not give significant impact 2) problem-based learning with scaffolding can improve students critical thinking ability through student s worksheet with scaffold vee map because students are trained to formulate problems and answer problems by combining theoretical and methodological concepts. The students mindsets attitudes and behaviors also showed that problem-based learning with scaffolding can improve students critical thinking ability qualitatively from the results of semi-structured interviews of think aloud. Based on the results of this study there are two suggestions. Firstly the science teacher of junior high school is recommended to train the students critical thinking ability by problem-based learning with scaffolding because it has been proven that learning is able to improve students critical thinking ability compared to problem-based learning or even conventional learning. The scaffolding provided is conditional and temporary according to the needs of students at the school. Prior knowledge control can be given but the main one is the quality of learning process. Secondly it is advisable to conduct further research related to the implementation of scaffolding in the learning model used. It is worth trying to implement other types of scaffolding so that it can be known the effectiveness of each scaffolding in training students critical thinking ability.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pascasarjana(PS) > S2 Pendidikan Dasar |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 20 Jul 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/63174 |
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