Penguatan berpikir kritis melalui pengembangan bahan ajar berbasis masalah pada calon guru sekolah dasar

Abstract

Tujuan penelitian ini adalah (1) mengembangkan bahan ajar berbasis masalah yang relevan dengan kurikulum PGSD, (2) meningkatkan kemampuan berpikir kritis pada mahasiswa PGSD. Penelitian ini adalah penelitian pengembangan produk bahan ajar berbentuk buku ajar dengan model ADDIE yang terdiri dari lima fase yaitu analysis,design, develop, implement, dan evaluate.  Subjek penelitian ini adalah mahasiswa PGSD FKIP UNS. Teknik pengumpulan data menggunakan observasi dan tes. Data dianalisis secara kuantitatif dan kualitatif. Data kuantitatif dianalisis menggunakan statistic dan  data kualitatif dianalisis dengan tahapan (a) reduksi data, (b) penyajian data, dan (c) penarikan simpulan. Hasil penelitian menunjukkan (1) pengembangan bahan ajar berbasis masalah meliputi materi: (a) unsur geometri, (b) geometri datar, (c) geometri tranformasi, (d) geometri ruang, (e) pengukuran,  (f) aritmetika sosial, (g) pemecahan masalah matematika; (2) pengembangan bahan ajar berbasis masalah dapat meningkatkan kemampuan berpikir kritis mahasiswa PGSD. Hasil kelayakan bahan ajar mencapai 88% kefektifan dengan uji Paired Sample t-Test =-16,233. Simpulan penelitian ini adalah pengembangan bahan ajar berbasis masalah dapat meningkatkan kemampuan berpikir kritis pada mahasiswa PGSD. Untuk itu diperlukan penelitian lanjutan tentang pengmbangan bahan ajar yang lain untuk meningkatkan kemampuan berpikir kritis mahasiswa PGSD.

Strengthening critical thinking through the development of problem-based teaching materials for trainee primary school teachers

Abstract: The objectives of this study are (1) to develop problem-based teaching materials relevant to the PGSD curriculum, (2) to improve critical thinking skills in PGSD students. This study is a product development study of teaching materials in the form of textbooks using the ADDIE model consisting of five phases, namely analysis, design, development, implementation, and evaluation. The subjects of this study were PGSD students of FKIP UNS. The data collection techniques used observation and tests. Data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using statistics. and qualitative data were analyzed qualitatively with the stages of (a) data reduction, (b) data presentation, and (c) drawing conclusions. The results of the study show (1) the development of problem-based teaching materials includes the following materials: (a) geometric elements, (b) flat geometry, (c) transformation geometry, (d) spatial geometry, (e) measurement, (f) social arithmetic, (g) mathematical problem solving; (2) The development of problem-based teaching materials can improve the critical thinking skills of PGSD students. The conclusion of this research is that the development of problem-based teaching materials can improve the critical thinking skills of PGSD students. The feasibility results for the teaching materials showed 88% effectiveness, with a Paired Sample t-test result of -16.233.  The conclusion of this study is that the development of problem-based teaching materials can enhance the critical thinking skills of Primary School Teacher Education (PGSD) students. Therefore, further research is needed on the development of other teaching materials to improve the critical thinking skills of PGSD students.