Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar bervisi SETS dan berorientasi konstruktivistik untuk meningkatkan kemampuan berpikir kritis siswa. Kualitas bahan ajar diukur dengan kriteria kevalidan, keefektifan, dan kepraktisan jika bahan ajar digunakan dalam proses pembelajaran. Efektivitas bahan ajar diuji dengan menggunakan 2 kriteria yaitu minimal terdapat 24 dari 30 siswa memberi respon positif terhadap bahan ajar dan 23 dari 30 siswa tuntas belajar secara klasikal. Kepraktisan bahan ajar dianalisis berdasarkan data hasil pengamatan observer selama pembelajaran. Data pre test dan post test dianalisis dengan N-gain dan t-test untuk mengetahui peningkatan kemampuan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa bahan ajar memenuhi kriteria efektif dan praktis. Analisis data juga menunjukkan bahwa thitung > ttabel. Hal ini membuktikan bahwa terdapat peningkatan nilai yang signifikan dari pre test ke post test yang diuji dengan soal tes uraian. Berdasarkan hasil yang diperoleh, dapat disimpulkan bahwa bahan ajar yang dikembangkan memenuhi kriteria valid, efektif, praktis, dan dapat meningkatkan kemampuan berpikir kritis. Bahan ajar tersebut dapat direkomendasikan untuk diperbanyak dan digunakan pada proses pembelajaran yang sesungguhnya.

 

The aim of this research is to develop of teaching materials with SETS perspective and constructivistic orientation to increase the critical thinking of students. The teaching materials quality has been measured by the validity, effectiveness, and practicability criteria if its used in the learning process. The teaching materials effectiveness was tested with 2-criteria, that were 24 from 30 students gave the positive response to the teaching materials and 23 from 30 students achieved the study classically. The teaching materials practicability was analyzed based on the observation during the learning prosess. The pretest and posttest data was analyzed with N-gain and t-test to know the increasing of the students critical thinking skills. The results showed that the teaching materials met the effective and practice criteria. The analysis data showed that tcount > ttable. This proved that there was a significant increasing of the pretest to posttest scores that was tested to the students by using the essay question. Based the result on, it could be concluded that the teaching materials met the criteria of validity, effectiveness, and practicability and can be used to increase the critical thinking. Its recommended to multiply and use the teaching materials in the real learning process.