PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR KOGNITIF SISWA MELALUI MODEL PEMBELAJARAN LEARNING CYCLE 5E –THINK PAIR SHARE PADA MATERI LARUTAN PENYANGGA

Abstract

ABSTRAK
Tujuan penelitian ini untuk mengetahui perbedaan hasil belajar kemampuan berpikir kritis dan hasil belajar kognitif siswa yang menggunakan model Learning Cycle 5E dipadu Think Pair Share dan model Learning Cycle 5E adalah kajian penelitian ini. Penelitian ini merupakan penelitian eksperimen semu dengan desain posttest-only control group. Pemilihan sampel menggunakan uji Least Significance Different diperoleh dua kelas, kelas XI MIA 1 sebagai kelas eksperimen (LC 5ETPS) dan XI MIA 2 sebagai kelas kontrol ( LC 5E). Hasil penelitian menunjukkan bahwa: (1) kemampuan berpikir kritis siswa pada kelas eksperimen lebih tinggi dibandingkan siswa pada kelas kontrol, dengan nilai signifikansi 0,002. Perbedaan Kemampuan  berpikir kritis siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol yaitu 7,31; (2) hasil belajar kognitif siswa pada kelas eksperimen lebih tinggi dibandingkan siswa kelas kontrol, dengan nilai signifikansi 0,001. Perbedaan hasil belajar kognitif siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol yaitu 7,27. Disimpulkan bahwa model pembelajaran LC 5E-TPS dapat meningkatan kemampuan berpikir kritis dan hasil belajar kognitif siswa. 

Kata Kunci: Kemampuan Berpikir Kritis, Hasil Belajar Kognitif, Learning Cycle 5E, Think Pair
Share

ABSTRACT
The purpose of this study was to determine differences in critical thinking ability and cognitive learning outcomes between students taught with LC 5E learning combined with Think Pair Share  and students taught with LC 5E learning. This study used quasi-experimental with posttest-only control group design. This study used Least Significance Different which produced two classes, namely class XI MIA 1 as the experimental class (LC 5E-TPS) and XI MIA 2 as the control class (LC 5E). The results showed that: (1) critical thinking ability of students in the experimental class was higher than students in control class, which significant of value was 0,002. The difference students' critical thinking ability in the experimental class was higher than the control class, that is 7.31; (2) the cognitive learning outcomes in the experimental class was higher than students in control class, which significant of value was 0,001. The difference cognitive learning outcomes in the experimental class was higher than the control class, that is 7.27. So we can conclude that the LC 5E-TPS learning model could enhanced So we can conclude that the LC 5E-TPS learning model could enhanced students' cognitive learning outcome and students' cognitive learning outcomes.

Keywords: Critical Thinking Ability, Cognitive Learning Outcomes, Learning Cycle 5E, Think Pair Share