ANALISIS KEMAMPUAN BEPIKIR KRITIS DITINJAU DARI SELF- REGULATED LEARNING MELALUI MODEL PROJECT BASED LEARNING DENGAN PENDEKATAN STEM PADA KELAS XI MATERI FUNGSI TURUNAN ALJABAR

FALIHAH, ROSLINDA (2022) ANALISIS KEMAMPUAN BEPIKIR KRITIS DITINJAU DARI SELF- REGULATED LEARNING MELALUI MODEL PROJECT BASED LEARNING DENGAN PENDEKATAN STEM PADA KELAS XI MATERI FUNGSI TURUNAN ALJABAR. Sarjana / Sarjana Terapan (S1/D4) thesis, Universitas Muhammadiyah Semarang.

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Abstract

ABSTRAK Roslinda, F., 2022, Analisis Kemampuan Berpikir Kritis ditinjau dari Self-Regulated Learning Melalui Model Project Based Learning dengan Pendekatan STEM pada Siswa Kelas XI Materi Turunan Fungsi Aljabar. Skripsi, Program Studi Pendidikan Matematika, Universitas Muhammadiyah Semarang. Pembimbing : I Dwi Sulistyaningsih, S.Si., M.Pd., II Rohmat Suprapto., S.Ag., M.S.I Kata Kunci : Berpikir Kritis, Project Based Learning, STEM, Self-Regulated Learning Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa kelas XI dan siswa mengalami kesulitan pada materi turunan aljabar SMA Negeri 15 Semarang serta kurang optimal strategi, pendekatan, metode untuk membantu kemampuan berpikir siswa. Salah satu upaya untuk mengatasi masalah tersebut yaitu menerapkan model Project Based Learning dengan pendekatan STEM pada materi turunan fungsi aljabar untuk meningkatkan kemampuan berpikir kritis siswa. Kemampuan Self-Regulated learning juga mempengaruhi kemampuan berpikir kritis siswa. Berdasarkan hal tersebut dilakukan penelitian analisis kemampuan berpikir kritis ditinjau dari Self Regulated Learning. Tujuan penelitian ini yaitu untuk mengetahui penerapan model Project Based Learning dengan pendekatan STEM efektif dengan kriteria ketuntasan tercapai, terdapat perbedaan rata-rata dan terdapat pengaruh Self-Regulated Learning terhadap kemampuan berpikir kritis siswa.jenis penelitian ini merupakan penelitian campuran dengan metode campuran tidak berimbang.Teknik pengambilan sampel menggunakan Simple Random Sampling, dengan kelas XI MIPA 1, XI MIPA 2, XI MIPA 4. Teknik pengumpulan data dalam penelitian ini adalah tes, wawancara dan angket. Analisis data kuantitatif dilakukan dengan uji normalitas, uji ketuntasan, uji perbedaan, uji pengaruh. Analisis data kualitatif dengan tahap reduksi data, tahap penyajian data dan tahap penarikan kesimpulan/verifikasi. Hasil penelitian ini menunjukkan bahwa kemampuan berpikir kritis siswa dengan model Project Based Learning dengan pendekatan STEM mencapai ketuntasan sebesar 80,92 dengan persentase ketuntasan 83% siswa sudah mencapai ketuntasan kemampuan berpikir kritis. Terdapat perbedaan rata-rata kelas eksperimen sebesar 80,92 kelas kontrol sebesar 75,49 Adanya pengaruh Self�Regulated Learning terhadap kemampuan berpikir kritis sebesar 43,2%. Diharapkan model PjBL dengan pendekatan STEM sebagai alternatif pembelajaran yang dapat meningkatkan kemampuan berpikir kritis dan kemampuan kognitif lainnya pada materi lain dan diharapkan peneliti selanjutnya menganalisis kemampuan berpikir kritis dengan pengaruh variabel lain. http://repository.unimus.ac.id vi ABSTRACT Roslinda, F., 2022, Analysis of Critical Thinking Skill in Self-Regulated Learning Through Project Based Learning Model with STEM Approach in Class XI Students of Algebraic Function Derivative Material. Thesis, Mathematics Education Study Program, University of Muhammadiyah Semarang. Supervisor : I Dwi Sulistyaningsih, S.Si., M.Pd., II Rohmat Suprapto., S.Ag., M.S.I Keywords: Critical Thinking, Project Based Learning, STEM, Self-Regulated Learning This research is motivated by the low critical thinking skill of class XI students and students experiencing difficulties in algebraic derivative material at SMA Negeri 15 Semarang and less than optimal strategies, approaches, and methods to help students thinking skills. One of the efforts to overcome this problem is to apply the Project Based Learning model with a STEM approach to the material derived from algebraic functions to improve students' critical thinking skills. Self�Regulated learning skill also affects students' necessary thinking skills. Based on this, the researcher does investigate the analysis of critical thinking skills through Self Regulated Learning. The purpose of this study is to determine the application of the Project Based Learning model with a practical STEM approach with completeness criteria achieved, there difference in average, and there is an effect of Self-Regulated Learning on students' critical thinking skills. This type of research is mixed research with unbalanced mixed methods. The sampling technique used is Simple Random Sampling, with classes XI MIPA 1, XI MIPA 2, and XI MIPA 4. The data collection techniques in this study were tests, interviews, and questionnaires. Quantitative data analysis investigates normality, completeness, difference, and influence tests— qualitative data analysis with data reduction stage, data presentation stage, and conclusion/verification stage. The results of this study indicate that students' critical thinking skills with the Project Based Learning model with the STEM approach achieved completeness of 80.92 with a percentage of completeness of 83%, or as many as 29 students out of 35 students had acquired complete critical thinking skills. There is an average difference in the experimental class of 80.92 for the control class of 75.49. The effect of Self-Regulated Learning on critical thinking skills is 43.2%. It is counting on that the PBL model with the STEM approach as an alternative learning can improve critical thinking skills and other cognitive abilities in different materials and anticipate that further researchers will analyze critical thinking skills with the influence of other variables.

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