PENERAPAN MODEL ASSURE DENGAN METODE PROBLEM SOLVING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS

Widia Maya Sari, Endang Susiloningsih

Abstract


Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan hasil belajar kimia antara siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving dan metode yang biasa digunakan oleh guru pengampu dan apabila ada perbedaan, hasil belajar manakah yang lebih baik diantara keduanya. Sampel diambil dengan teknik cluster random sampling, diperoleh kelas eksperimen XI IPA 1 sebanyak 30 siswa dan kelas kontrol XI IPA 2 sebanyak 30 siswa. Metode pengumpulan data yang digunakan yaitu metode dokumentasi, observasi, dan tes. Hasil penelitian menunjukkan nilai rata-rata kelas eksperimen 83,26 dan kelas kontrol 75,1. Hasil uji perbedaan dua rata-rata dua pihak menunjukkan ada perbedaan antara kelas eksperimen dengan kelas kontrol. Sedangkan uji perbedaan dua ratarata menunjukkan kelas eksperimen lebih baik dari kelas kontrol. Hasil penelitian menunjukkan bahwa ada perbedaan pada hasil belajar kimia di antara siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving dengan metode yang biasa digunakan oleh guru. Hasil belajar kimia dan keterampilan berpikir kritis pada siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving terbukti lebih baik daripada hasil belajar kimia siswa yang diberi metode yang biasa digunakan oleh guru. 

This study aims to determine whether there are differences in learning outcomes in chemistry among students by learning model ASSURE Problem Solving method and the method usually used by teachers and if there are differences, Which better learning outcomes between the two. Samples were taken at random cluster sampling technique, obtained grade XI Science 1 amounted to 30 students as an experimental class 2 and class XI science class numbered 30 students as control. Data collection method used is the documentation, observation and tests. The results showed the average value of the experimental class and control class 83.26 75.1. Test results on the average difference between the two classes, shows that there are differences between the experimental class with the control class. While the difference in the two trials showed that the average of the experimental class is better than the control class. The results showed that there are differences in the chemistry learning outcomes among students who were given learning model ASSURE Problem Solving method with the method used by the teacher. Results subjects studied chemistry and critical thinking skills in students who were given learning model ASSURE Problem Solving method proved to be better than the results of studying chemistry students who were given the method used by the teacher.

Keywords


ASSURE, critical thinking skills, problem solving

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