Improvement of Student Critical Thinking About Using Discussion Learning
Abstract
This study purpose to find out whether there are differences in critical thinking of students using whole-group discussion learning with buzz-group discussion. The method used is a quasi-experimental method with two class groups, ie experimental class with whole-group discussion and control class with buzz-group discussion. The research design used is Nonequivalent Control Group Design. In analyzing the data, each individuals pretest score is subtracted from its posttest score, allowing gain analysis or change. The population in this study are all students of class XI SMK Daarut Tauhid Boarding School Bandung in the odd semester of the academic year 2017/2018. Based on the results of hypothesis testing, generate a statement that the hypothesis proposed by the researcher or alternative hypothesis (H1) accepted and H0 rejected. So that it becomes the basis for researchers to argue that critical thinking experimental class students are different from the critical thinking of control class students. This shows that whole-group discussion of learning can be an alternative in learning discussion if the number of students is equal to or less than 15 people. The whole-group discussion makes students more active in teaching and learning, especially when conducting discussions. Each student has a discussion and responsibility for each group, working together and exchanging answers, discussing inequalities in answering questions, and helping each other solve problems on the practice.
Keywords: critical thinking, discussion lessons, Whole-Group Discussion and BuzzGroup Discussion
References
[1] Almujab, S. (2015). Pengaruh Metode Discovery Terhadap Peningkatan Berpikir Kreatif (Studi Kuasi Eksperimen Mata Pelajaran Kewirausahaan Pada Siswa kelas XI PS SMKN 1 Bandung).
[2] Ariyati, E. (2010). Pelajaran Berbasis Praktikum (Eka A) 1, 1–12.
[3] Astuti Wahyuni, Gardjito, B. H. (2014). ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA DALAM AKTIVITAS BELAJAR BIOLOGI DI KELAS XI IPA SMA NEGERI 11 KOTA Borneo, (September), 10–17.
[4] Bliss, C. A. (2009). Is the Whole Greater Than the Sum of Its Parts? A Comparison of Small Group and Whole Class Discussion Board Activity in Online Courses. Journal of Asynchronous Learning Networks, 13(4), 25–40.
[5] Edora. (2014). PENGARUH METODE PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK.
[6] Efendi, U. H. (2012). Pengaruh Penerapan Metode Diskusi terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Sosiologi.
[7] Fakhriyah, F. (2014). Penerapan Problem based Learning Dalam Upaya Mengembalikan Kemampuan Berpikir Kritis Mahasiswa. Jurnal Pendidikan IPA Indonesia, 3(1), 95–101. https://doi.org/10.15294/jpii.v4i2.4179
[8] Farida Ardiyanti, W. (2014). PENGARUH MODEL PEMBELAJARAN BERBASIS FENOMENA UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR, IX(November), 27–33.
[9] Haviz, M. (2009). BERPIKIR DALAM PENDIDIKAN: (Suatu Tinjauan Filsafat Tentang Pendidikan Untuk Berpikir Kritis). Jurnal Ta’dib, 12, 81–91.
[10] Kusumaningtias, A., Zubaidah, S., & Indriwati, S. E. (2013). Pengaruh Problem Based Learning dipadu Strategi Numbered Heads Together terhadap Kemampuan Metakognitif, Berpikir Kritis, dan Kognitif Biologi Siswa Kelas XI SMA Negeri 5 Malang.(TESIS). DISERTASI Dan TESIS Program Pascasarjana UM, 33– 47. Retrieved from http://jpk.lemlit.um.ac.id/wp-content/uploads/2014/08/02- Anyta-Kusumaningtyas-OK.pdf
[11] Lidinillah, & Dindin. (2009). Pembelajaran Berbasis Masalah (Problem Based Learning).
[12] Maxwel. (2014). Introduction to the Socratic Method and its Effect on Critical Thinking, 12–45.
[13] Muldayanti, N. D. (2013). PEMBELAJARAN BIOLOGI MODEL STAD DAN TGT DITINJAU DARI KEINGINTAHUAN DAN MINAT BELAJAR SISWA. JPII, 1(1), 12–17. https://doi.org/ 10.15294/jpii.v4i2.4179
[14] Nurina Happy, D. B. W. (2014). KEEFEKTIFAN PBL DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS DAN KREATIF MATEMATIS, SERTA SELF-ESTEEM SISWA SMP, 1(November), 176–187.
[15] Patmawati, H. (2011). ANALISIS KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN LARUTAN ELEKTROLIT DAN NONELEKTROLIT DENGAN METODE PRAKTIKUM.
[16] Rohani. (2016). Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Melalui Metode Diskusi Bervariasi. Ucej: Untirta Civic Educational Journal, 1(2), 112–222.
[17] Sari, D. D. (2012). Penereapan Model Problem Based Learning ( PBL ) Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran IPA Kelas VIII SMP Negeri 5 SLEMAN. Retrieved from http://eprints.uny.ac.id/9174/10/ 10BABI-V.pdf
[18] Setyowati. (2011). Implementasi Pendekatan Konflik Dalam Pembelajaran Fisika Untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa SMP Kelas VIII. Pendidikan Fisika Indonesia, 12(7), 89–96. https://doi.org/10.1016/j.teln.2016.09.005
[19] Vita, D., & Pd, S. M. (2017). PENGARUH PENERAPAN METODE DISKUSI TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN DI MADRASAH TSANAWIYAH NEGERI KARANGMOJO. Jurnal Pendidika Kewarganegaraan, 512–521.
[20] Walker, Paul & Finney, N. (1999). Skill Development and Critical Thinking in Higher Education. Higher Education Research & Development Unit, University College, London WC1E 6BT, UK, 353–369.
[21] Wiyono, K., Pd, S., Setiawan, A., Si, M., Suhandi, A., & Si, M. (2009). “ MODEL PEMBELAJARAN MULTIMEDIA INTERAKTIF RELATIVITAS KHUSUS UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA ” MAKALAH SEMINAR NASIONAL PENDIDIKAN DI FKIP UNIVERSITAS SRIWIJAYA Palembang , 14 Mei 2009 Oleh:, 1–12.
[22] Yanti Rakhmawati, Muh. Chamdani, K. C. S. (2013). PENERAPAN MODEL PBL (PROBLEM BASED LEARNING) DALAM PENINGKATAN BERPIKIR KRITIS IPA SISWA KELAS V SD. Universitas Sebelas Maret, (August), 1–7. https://doi.org/Diakses 17 Januari 2015