Abstract

Pembelajaran berbasis proyek mendukung keefektifan peningkatan keterampilan berpikir kritis peserta didik. Penelitian ini bertujuan meningkatkan keterampilan berpikir kritis peserta didik dengan pengembangan model pembelajaran berbasis proyek berkarakter yang valid, berkarakteristik proyek dan efektif. Penelitian ini merupakan jenis penelitian dan pengembangan (R & D) dengan tahap define, design dan develop. One group pretest-posttest design diterapkan untuk melihat efektivitas model pembelajaran berbasis proyek berkarakter. Subjek penelitian adalah peserta didik kelas VII SMP Negeri 14 Tasikmalaya. Data validitas perangkat pembelajaran dan hasil tes keterampilan berpikir kritis dianalisis deskriptif rata-rata dan uji t-test berpasangan. Peningkatan keterampilan berpikir kritis dihitung dengan gain ternormalisasi. Hasil penelitian adalah: (1) perangkat pembelajaran valid dengan rerata skor 3,7 untuk skor maksimum 4 pada kategori sangat baik. (2) implementasi model pembelajaran efektif mencapai ketuntasan, secara klasikal yaitu 30 peserta didik tuntas dari 33 peserta didik dengan N-gain = 0,34 dalam kategori sedang. Capaian N-gain tertinggi pada aspek melakukan langkah strategis (N-gain = 0,038) dan terendah  aspek membuat keputusan/menilai (N-gain = 0,008) dan nilai karakter peserta didik mencapai kriteria “Baik (B)†sebanyak 87,9%. (3) ciri khusus model pembelajaran yang dikembangkan adanya penanaman karakter dan kegiatan merancang proyek yang dilakukan peserta didik.

Project-based learning (PjBL) has been support to be effective to increase student’s critical thinking skill. This study aims to improve the students critical thinking skills through the development of characterized project-based learning that are valid, project based which are effective. This is a research and development type of study that consist of define, design and develop steps. One group pretest-posttest design applied to know the effectiveness of characterized project-based learning model. The subjects of this research were the student in 7th grade SMP Negeri 14 Tasikmalaya. Hence, the data was processed descriptively and statistically by paired sample t-test. Critical thinking skills improvement was calculated with N-gain. The results showed that (1) the learning instrument is valid with validity score 3.7, categorized as exellent. The maximum score for this validity is 4. (2) The package can be considered as an effective as a learning device as it helps more than 25 students (predetermined criteria). 30 students have totally mastered the test of critical thinking skills. The N-Gain of 0.2 which indicaties middle improvement. The highest N-gain performance for critical thinking skills component is 0.038 (low) for strategies and 0.008 (low) for judgement (3) the score for characters were 87.9%  ‘Good’.