PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING
DOI: https://doi.org/10.30605/pedagogy.v10i2.5934
Kemampuan Berpikir Kritis, Model Pembelajaran, Problem Based Learning
Abstract
Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis peserta didik dalam pembelajaran matematika melalui model pembelajaran Problem Based Learning (PBL). Jenis penelitian dengan pendekatan kualitatif dengan metode deskriptif kualitatif. Subjek dalam penelitian ini adalah 35 peserta didik kelas X DPIB 2 di SMKN 1 Cirebon terdiri dari 25 laki – laki dan 10 perempuan. Penelitian dilaksanakan pada semester genap tahun ajaran 2024/2025. Penelitian ini dilaksanakan selama dua siklus dengan masing – masing siklus mencakup dua pertemuan. Desain penelitian ini mengacu pada teori Kemmis dan Mc. Taggart yang memiliki empat tahapan kegiatan yaitu perencanaan, tindakan, pengamatan dan refleksi. Hasil penelitian pada pra siklus dengan menghitung ketuntasan kemampuan berpikir kritis menunjukkan persentase ketuntasan secara klasikal sebesar 17,14% dengan kategori sangat kurang kritis. Pada Siklus I menunjukkan adanya peningkatan kemampuan berpikir kritis peserta didik sebesar 45,71%. Dengan kategori cukup kritis. Pada Siklus II menunjukkan peningkatan dari siklus sebelumnya sebesar 91,43% dengan kategori sangat kritis. Dengan demikian model pembelajaran Problem Based Learning (PBL) dapat dijadikan pilihan alternatif bagi para guru dalam proses kegiatan pembelajaran.
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