Pengaruh Modul Pembelajaran IPA Berbasis Gambar Proses Terhadap Kemampuan Berpikir Kritis Siswa SMP

Abstract

This study aims to examine the effect of the use of process-based science learning modules on the critical thinking ability of junior high school students. Critical thinking skills are skills that need to be developed in science learning, so learning media that is able to facilitate students in interpreting, analyzing, evaluating, inference, and self-regulation is needed. This research is a type of quasi experiment research with a posttest-only control design. The research sample includes two classes, namely class VIII B as an experimental class by applying a science learning module based on process images, and class VIII C as a control class by implementing learning using the independent curriculum science package book. Sample selection was carried out by purposive sampling technique based on the results of the previous daily repeat. Data collection was carried out through observation, interviews, documentation, and postest tests consisting of six questions describing critical thinking skills. Data analysis was carried out using a normality test, and an independent sample t-test with the help of SPSS 21. The results showed that there was a significant difference between the average score of students' critical thinking skills in the experimental class and the control class. The experimental class obtained a postest average score of 83.90, higher than the control class which obtained a mean score of 70.91. The results of the independent sample t-test showed a significance value of 0.000 (< 0.05), so it can be concluded that there is a significant influence of the use of process image-based science learning modules on the critical thinking ability of junior high school students. Thus, the process image-based science learning module has a significant effect on the critical thinking skills of junior high school students.