Penerapan Metode Problem-Based Learning Untuk Mengembangkan Kemampuan Berpikir Kritis Siswa Pada Materi Laju Reaksi

Sembiring, Sintika Agustina (2023) Penerapan Metode Problem-Based Learning Untuk Mengembangkan Kemampuan Berpikir Kritis Siswa Pada Materi Laju Reaksi. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Perkembangan teknologi pada abad ke-21 mewajibkan adanya pendekatan saintifik dalam pelaksanaan pembelajaran khususnya kimia, namun rendahnya kemampuan berpikir kritis siswa membuat materi kimia dianggap abstrak dan sulit. Masalah tersebut perlu diatasi dengan pemilihan metode pembelajaran yang sesuai, salah satunya metode problem-based learning. Penelitian ini bertujuan untuk memaparkan sintaks dan penerapan metode problem-based learning dalam mengembangkan kemampuan berpikir kritis siswa pada pembelajaran kimia topik laju reaksi. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif menggunakan data portfolio. Manusia memiliki identitas sebagai gambar dan rupa Allah yang dianugerahi akal pikiran sehingga perlu memaksimalkan kemampuan berpikir tersebut bagi kemuliaan Allah. Guru sebagai rekan sekerja Allah perlu memilih metode pembelajaran yang sesuai dengan kebutuhan belajar siswa. Hasil penerapan metode problem-based learning membuktikan bahwa siswa mampu menunjukkan indikator berpikir kritis yaitu analisis, inferensi, evaluasi, dan refleksi. Sintaks metode problem-based learning yang terdiri dari orientasi terhadap masalah, mengorganisasi peserta didik untuk belajar, memfasilitasi dan membimbing siswa dalam penyelidikan kelompok, penyajian dan presentasi hasil karya, serta analisis dan evaluasi proses pemecahan masalah membantu siswa mengembangkan kemampuan berpikir kritisnya. Saran untuk penelitian selanjutnya yaitu identifikasi kemampuan berpikir kritis siswa secara lebih akurat serta penggunaan teknologi sebagai media pembelajaran. / Technological developments in the 21st century require a scientific approach in the implementation of learning, especially chemistry, but students' low critical thinking skills mean that chemistry material is considered abstract and difficult. This problem needs to be overcome by selecting appropriate learning methods, one of which is the problem-based learning method. This research aims to explain the syntax and application of the problem-based learning method in developing students' critical thinking skills in chemistry learning on the topic of reaction rates. The method used in this research is descriptive qualitative using portfolio data. Humans have an identity as the image and likeness of God who are endowed with reason, so they need to maximize this ability to think for the glory of God. Teachers as God's colleagues need to choose learning methods that suit students' learning needs. The results of applying the problem-based learning method prove that students are able to demonstrate indicators of critical thinking, namely analysis, inference, evaluation and reflection. The syntax of the problem-based learning method which consists of orientation towards problems, organizing students to learn, facilitating and guiding students in group investigations, presentation and presentation of work results, as well as analysis and evaluation of the problem-solving process helps students develop their critical thinking skills. Suggestions for further research are identifying students' critical thinking abilities more accurately and using technology as a learning medium.

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