Desain pembelajaran pbl terintegrasi stem pada topik virus melalui pembuatan handsanitizer dan dispenser handsanitizer untuk mengembangkan keterampilan berpikir kritis siswa

Manullang, Angelina Riani (2023) Desain pembelajaran pbl terintegrasi stem pada topik virus melalui pembuatan handsanitizer dan dispenser handsanitizer untuk mengembangkan keterampilan berpikir kritis siswa. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Mengintegrasikan pengembangan berpikir kritis siswa di dalam pembelajaran menjadi urgensi dalam menjawab tantangan abad ke-21. Namun data penelitian di salah satu SMA di Jakarta Barat menunjukkan siswa kelas X belum menguasai keterampilan berpikir kritis. Oleh karena itu pemilihan model pembelajaran problembased learning terintegrasi STEM sebagai solusi dari permasalahan ini membawa kepada tujuan penulisan ini yaitu memaparkan kajian pengembangan keterampilan berpikir kritis siswa melalui penerapan model pembelajaran PBL terintegrasi STEM. Penulisan ini menggunakan metode penelitian kualitatif deskriptif. Hasil penelitian menunjukkan desain model pembelajaran PBL terintegrasi STEM dapat mengembangkan keterampilan berpikir kritis siswa dalam pembelajaran. Penerapan PBL terintegrasi STEM menggunakan lima tahapan mendukung pengembangan keterampilan berpikir kritis. Penilaian setiap indikator keterampilan berpikir kritis dilihat melalui lembar kerja siswa menggunakan rubrik yang telah dirancang Perolehan keterampilan berpikir kritis siswa secara rata-rata pada tiap indikator yaitu 75% (KBK-1), 86% (KBK-2), 88% (KBK-3), 73% (KBK-4), dan 79% (KBK-5). Penerapan model PBL terintegrasi STEM dapat menjadi solusi bagi guru untuk memfasilitasi keterampilan siswa sekaligus menuntun siswa menyadari tanggung jawabnya di hadapan Allah. Berdasarkan penerapan model ini, penulis menyarankan untuk guru memastikan bahwa soal atau permasalahan yang diberikan kepada siswa sudah memenuhi setiap indikator berpikir kritis siswa./ Integrating the development of students' critical thinking in learning is an urgency in responding to the challenges of the 21st century. However, research data at a high school in West Jakarta shows that class X students have not yet mastered critical thinking skills. Therefore, the choice of a STEM integrated problem-based learning model as a solution to this problem leads to the aim of this writing, namely to present a study of the development of students' critical thinking skills through the application of the STEM integrated PBL learning model. This writing uses descriptive qualitative research methods. The research results show that the STEM integrated PBL learning model design can develop students' critical thinking skills in learning. The implementation of STEM integrated PBL uses five stages to support the development of critical thinking skills. The assessment of each indicator of critical thinking skills is seen through student worksheets using a rubric that has been designed. The average acquisition of students' critical thinking skills for each indicator is 75% (KBK-1), 86% (KBK-2), 88% (KBK- 3), 73% (KBK-4), and 79% (KBK-5). The application of the STEM integrated PBL model can be a solution for teachers to facilitate students' skills while guiding students to realize their responsibilities before God. Based on the application of this model, the author suggests that teachers ensure that the questions or problems given to students meet every indicator of students' critical thinking.

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