PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MAHASISWA MELALUI PENDEKATAN 5E DAN SETS BERBANTU APLIKASI MEDIA SOSIAL

Authors

  • Abdul Ghofur STKIP PGRI Lamongan
  • Nahdia Rupawanti Basuki Raharjo Universitas Islam Lamongan

DOI:

https://doi.org/10.22219/jinop.v4i2.6678

Keywords:

5E, SETS, Social Media, Critical Thinking

Abstract

This study aims to examine the effect of 5E learning approaches (Engage, Explore, Explain, Elaborate, and Evaluate) and SETS learning approaches (Science, Environment, Technology, and Society) assisted by social media applications on students' thinking skills. The design of this study was a quasi-experimental design of 58 Lamongan Islamic University students who were selected by purposive sampling technique. Data collection techniques using written tests in the form of pretest and posttest, data analysis using two-way ANOVA. The results of data analysis showed that there was a significant influence between groups of students who were taught with the 5E approach and the SETS approach to their critical thinking skills. This is based on the calculated F value of 17,547 with a significance value of 0,000. Based on the results of the descriptive analysis showed that the average value of students' critical thinking skills that were taught with the 5E approach was higher compared to the average score of students who were taught by the SETS approach. The average value of critical thinking ability of students who are given learning using the 5E approach is 73.11, while the average value of critical thinking ability of students who are given learning by the SETS approach is 61.90. The use of social media applications in these two approaches is very helpful to complete the experience learning becomes more concrete so it can help them in discussion, reading, and practice.

Downloads

Download data is not yet available.

Author Biographies

Abdul Ghofur, STKIP PGRI Lamongan

Jurusan Pendidikan Ilmu Pengetahuan Sosial

Nahdia Rupawanti Basuki Raharjo, Universitas Islam Lamongan

Fakultas Teknik

References

Appamaraka, S., Suksringarm, P. & Singseewo,A. 2009. Effects of Learning Environment Education Using The 5Es-Learning Cycle Approach With The Metacognitive Moves and The Teacher’s Handbook Approach on Learning Achievement, Integrated Science Process Skill and Critical Thinking of High School (Grade 9) Students. Pakistan Journal Of Sosial Sciences, 6(5):287–291.

Binadja, A. 2002. Hakekat dan tujuan pendidikan SETS dalam kontek kehidupan dan pendidikan yang ada. Makalah Seminar dan Lokakarya Nasional.

Budprom W., Suksringam P., Singsriwo A. 2010. Effects of Learning Environmental Education Using the 5E-Learning Cycle with Multiple Intelligences and Teacher ’s Handbook Approaches on Learning Achievement, Basic Science Process Skills and Critical Thinking of Grade Students. Pakistan Journal of Social Sciences,7(3):200–204.

Bybee, W.R., Taylor, J.A., Gardner, A., Scotter, P.V.,Carlson, J.P., Westbrook, A., and Landes, N. 2006. The BSCS 5E Instructional Model: Origins and Effectiviness. Colorado Springs, CO: BSCS, 5:88–98.

Frijters, Stan, Geert ten Dam & Gert Rijlaarsdam. 2008. Effect of dialogic learning on value-loaded critical thinking. Learning and Instruction, 18: 66-82.

Gunawan & Liliasari. 2012. Model Virtual Laboratory Fisika Modern untuk meningkatkan Disposisi Berfikir Kritis Calon Guru. Cakrawala Pendidikan, 2: 185-199.

Ibrahim. 2007. Kecakapan Hidup: Keterampilan Berpikir Kritis. Surabaya: Universitas Negeri Surabaya.

Ku, K. Y. L., Irine, T. Ho, Kit-tai Hau, & Eva C. M. Lai. 2014. Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study. Instr. Sci, 42: 251-269.

Kustandi, C. & Bambang, S. 2013. Media Pembelajaran Manual dan Digital disi Kedua. Bogor: Ghalia Indonesia.

Luthvitasari. Navies, N. M. D. P. & Linuwih, S. 2012. Implementasi Pembelajaran Fisika Berbasis Proyek terhadap Keterampilan Berfikir Kritis, Berfikir Kreatif dan Kemahiran Generik Sains. Journal of Innovative Science Education, 1 (2): 92-97.

Mayadiana, D. 2005. Pembelajaran dengan Pendekatan Diskursif untuk Mengembangkan Kemampuan Berpikir Kritis Mahasiswa Calon Guru SD. Tesis pada PPs Universitas Pendidikan Indonesia. Bandung: Tidak diterbitkan.

Nasution. 2008. Berbagai Pendekatan dalam Proses Belajar Mengajar. Jakarta: Bumi Aksara.

National Research Council. 2012. A framework for K-12 Science Education. Washington, DC: The National Academies Press.

Pradana, S. D. S., Parno & Handayanto, S. K. (2016) Kemampuan Berfikir Kritis Mahasiswa Tahun Pertama Jurusan Fisika Universitas Negeri Malang. Prosiding Semnas Pendidikan IPA Pascasarjana UM: 462-468

Putra, P. D. A & Sudarti. 2015. Pengembangan Sistem E-Learning untuk meningkatkan keterampilan berfikir kritis mahasiswa. Jurnal Fisika Indonesia, 19 (55): 45-48

Santyasa, I.W. 2008. Model Pembelajaran Yang Efektif Untuk Meningkatkan Keterampilan Berpikir Kritis (Suatu Persepsi Guru). Jurnal Pendidikan dan Pengajaran Undiksha, 2:219–238.

Seals, M. A. 2010. Teaching students to think critically about science and origins. Cult. Stud of Sci Educ, 5: 251-255

Yamin, M. 2008. Paradigma Pendidikan Konstruktivistik. Jakarta: Gaung Persada Press (GP Press).

Yulistiana. 2015. Penelitian Pembelajaran berbasis SETS (Science, Environment, Technology, and Society) dalam pembelajaran Sains. Jurnal Formatif, 5 (1): 76-82.

Downloads

Published

11/30/2018

How to Cite

Ghofur, A., & Raharjo, N. R. B. (2018). PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MAHASISWA MELALUI PENDEKATAN 5E DAN SETS BERBANTU APLIKASI MEDIA SOSIAL. JINoP (Jurnal Inovasi Pembelajaran), 4(2), 102–112. https://doi.org/10.22219/jinop.v4i2.6678

Issue

Vol. 4 No. 2 (2018): November 2018

Section

Articles

License

Copyright Notice

Authors who publish with JINoP (Jurnal Inoasi Pembelajaran) agree to the following terms:

  1. For all articles published in the JINoP (Jurnal Inovasi Pembelajaran), copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to the automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License. that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).