SKRIPSI Jurusan Fisika - Fakultas MIPA UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

PENGARUH MODEL PEMBELAJARAN BRAIN BASED LEARNINGBERBANTUAN THINKING MAPS TERHADAP KEMAMPUAN BERPIKIR KRITIS FISIKA SISWA KELAS X SMAN 2 MALANG

Nadya Fitriana

Abstrak


ABSTRAK

 

Fitriana, Nadya. 2017. Pengaruh Model Pembelajaran Brain Based Learning berbantuan Thinking Maps Terhadap Kemampuan Berpikir Kritis Siswa Kelas X di SMAN 2 Malang. Skripsi, Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang. Pembimbing: (I) Drs. Asim, M.Pd., (II) Drs. Winarto, M.Pd.

 

Kata Kunci: brain based learning, thinking maps, kemampuan berpikir kritis

Permasalahan besar dalam proses pembelajaran saat ini adalah kurangnya usaha pengembangan berpikir yang menuntun siswa untuk berpikir kritis . Salah satu pembelajaran yang cocok untuk meningkatkan kemampuan berpikir kritis siswa adalah brain based learning berbantuan thinking maps. Model pembelajaran brain based learning merupakan salah satu model pembelajaran berbasis kemampuan otak, yang menekankan pada aktifitas pengelolaan otak dalam pembelajaran. Sedangkan Thinking maps sangat menguntungkan bagi siswa dan guru karena dapat menuangkan ide dan konsep (Long & Carlson, 2011). Konsep gerak harmonis sederhana dapat dituangkan ke dalam thinking maps sehingga siswa mudah mengingat dan memahami konsep tersebut. Tujuan penelitian ini adalah mendeskripsikan pembelajaran model brain based learning berbantuan thinking maps dan mengetahui kemampuan berpikir kritis fisika siswa kelas X SMAN 2 Malang pada pembelajaran brain based learning berbantuan thinking maps.

Penelitian ini dilaksanakan di SMAN 2 Malang menggunakan metode quasi eksperimen. Desain dalam penelitian ini adalah Post-test only design. Sampel dalam penelitian ini adalah siswa kelas X IPA 1 sebagai kelas eksperimen dan X IPA 2 sebagai kelas kontrol. Kelas eksperimen diberi perlakuan dengan model pembelajaran brain based learning berbantuan thinking maps dan kelas kontrol diberi perlakuan model pembelajaran direct intruction. Instrumen penelitian yang digunakan adalah lima soal uraian dengan masing-masing indikator berpikir kritis. Setelah data penelitian didapatkan, dilakukan uji t untuk mengetahui perbedaan kemampuan berpikir kritis siswa pada kedua kelas. Sebelum dilakukan uji-t dilakukan uji prasyarat terlebih dahulu, yaitu uji normalitas dan uji homogenitas.

Berdasarkan hasil analisis data dan pembahasan dapat diambil kesimpulan dari hasil uji-t menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis siswa kelas X IPA 1 dan X IPA 2 SMAN 2 Malang dengan pembelajaran menggunakan model brain based learning berbantuan thinking maps dan model pembelajaran direct instruction. Kemampuan berpikir kritis siswa kelas X IPA  SMAN 2 Malang dengan pembelajaran menggunakan model brain based learning berbantuan thinking maps lebih tinggi dibandingkan model pembelajaran direct instruction.

 

ABSTRACT

 

Fitriana, Nadya. 2017. The Effect of Brain Based Learning Assited by Thinking Maps on Critical Thinking Skills Tenth Grade Students at SMAN 2 Malang. Thesis, Department of Physisc, Faculty of Mathemathics and Natural Sciences, University of Malang. Advisors: (I) Drs. Asim, M.Pd., (II) Drs. Winarto, M.Pd.

 

Key words: brain based learning, thinking maps, critical thinking skills

Big problem in learning process just now is the weakness of effort thinking implemented that guide the student to have critical thinking. One kind learning method that suit to improve student’s critical skills is brain based learning assited by thinking maps. Brain based learning method ones of learning method using brain basic skills that concern in brain activity role in teaching laerning process. Thinking maps very useful for teachers and students because it can implement idea and concept (long & cralson). Simple harmonic motion concept can be implemented by using thinking maps and to know physic critical thingking skills tenth Grade Students of SMAN 2 Malang in brain based learning process by using thinking maps.

This research implemented in SMAN 2 Malang by using quasi experiment method. Design in this research is posttest design only. The sampel of this research is Tenth Grade Students IPA 1 as experiment class and  Tenth Grade Students IPA 2 as control class. Experimental give special treatment is brain based learning method assited by thinking maps and control class give treatment is direct instruction method. Research instrument that used  is five essay questions with critical thinking indicators. After research data I got, then I implement to T-Test to know differences cricital thinking skills between two classes. The prerequisite tests also had been conducted before. Those were normality and homogenety tests.

The results of the study showed that there was a difference between the average of students’ skills of critical thinking of experimental and control classes. Therefore, it could be concluded that there was significant difference on the post-test results averages between experimental and control classes. The students’ skills to critical thinking of experimental class was higher than control class. It was shown from the average students’ posttest of experimental class was higher than control class, it is mean that the learning by using brain based learning assited by thinking maps effect toward the students’ critical thinking skills.