Pengaruh Model Pembelajaran Discovery Learning Berbasis Etnosains terhadap Keterampilan Berpiki Kritis dan Hasil Belajar IPA di SMP

Abstract

Keterampilan berpikir kritis dan hasil belajar peserta didik SMP pada mata Pelajaran IPA msih rendah. Hal ini karena guru belum menghubungkan materi IPA dengan kearifan lokal yang disebut etnosains. Tujuan penelitian ini yaitu mengkaji pengaruh model discovery learning terhadap keterampilan berpikir kritis dan hasil belajar peserta didik kelas VIII SMP pada materi unsur dan senyawa. Penelitian dilakukan menggunakan rancangan kuasi eksperimen dengan metode kuantitatif. Menurut hasil penelitian keterampilan berpikir kritis dan hasil belajar pada materi unsur dan senyawa berpengaruh secara signifikan dengan penggunaan model discovery learning berbasis etnosains, terlihat pada hasil uji manova sebesar 0,008 < 0,05 dan 0,001 < 0,05. Nilai rata-rata postest keterampilan berpikir kritis kelas eksperimen yaitu 71,23 lebih tinggi daripada kelas kontrol 63,35 menunjukkan adanya pengaruh model discovery learning berbasis etnosains terhadap keterampilan berpikir kritis. selain itu, Nilai rata-rata postest hasil belajar pada kelas eksperimen yaitu 83,52 juga lebih tinggi daripada kelas kontrol 70,92 menunjukkan adanya pengaruh model discovery learning berbasis etnosains terhadap hasil belajar peserta didik.

Critical thinking skills and learning outcomes of junior high school students in science subjects are still low. This is because teachers have not connected science material with local wisdom called ethnoscience. The purpose of this study was to examine the effect of the discovery learning model on critical thinking skills and learning outcomes of grade VIII junior high school students on the material of elements and compounds. The study was conducted using a quasi-experimental design with quantitative methods. According to the results of the study, critical thinking skills and learning outcomes on the material of elements and compounds were significantly influenced by the use of the ethnoscience-based discovery learning model, as seen in the results of the manova test of 0.008 <0.05 and 0.001 <0.05. The average posttest value of critical thinking skills in the experimental class was 71.23 higher than the control class 63.35, indicating the influence of the ethnoscience-based discovery learning model on critical thinking skills. In addition, the average posttest value of learning outcomes in the experimental class, which was 83.52, was also higher than the control class 70.92, indicating the influence of the ethnoscience-based discovery learning model on student learning outcomes.