Electronic Theses and Dissertation

Pembelajaran fisika merupakan mata pelajaran yang kompleks dan membutuhkan pemahaman yang luar biasa. Berdasarkan hasil wawancara di SMAN 4 DKI Jakarta, di Banda Aceh, belum pernah dilakukan tes keterampilan berpikir kritis dan belum ada pembelajaran yang mengarah pada keterampilan tersebut serta kurangnya tanggung jawab siswa dalam mengikuti pelajaran. Penelitian ini bertujuan untuk mengoptimalkan pembelajaran fisika melalui model PjBL-STEM (Project-Based Learning-Science, Technology, Engineering, and Mathematics), dalam meningkatkan keterampilan berpikir kritis dan sikap tanggung jawab siswa. Desain penelitian yang digunakan dalam penelitian ini adalah one group Pretest and Post-Test Design, dengan melibatkan 120 siswa kelas XI. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket dan tes yang disusun berdasarkan indikator-indikator keterampilan berpikir kritis. Data penelitian ini dianalisis dengan menggunakan uji rata-rata, N-gain dan uji-t sampel berpasangan. Instrumen yang digunakan adalah tes keterampilan berpikir kritis dan angket sikap tanggung jawab. Hasil penelitian menunjukkan bahwa rata-rata N-gain 0,5 dikategorikan sedang. Berdasarkan hasil N-gain tersebut dapat disimpulkan bahwa terdapat peningkatan antara sebelum dan sesudah perlakuan. Hasil angket sikap tanggung jawab berada pada kategori efektif dengan rata-rata 367,2. Dari hasil penelitian ini dapat disimpulkan bahwa model PjBL-STEM dapat mengoptimalkan pembelajaran fisika dalam meningkatkan sikap tanggung jawab.Kata kunci: PjBL-STEM, Keterampilan Berpikir Kritis, Sikap Tanggung Jawab

Physics learning is a complex subject that required an extraordinary understanding. Based on the results of interviews at SMAN 4 DKI Jakarta, in Banda Aceh, critical thinking skill tests have not been carried out and there has been no learning that leads to the skills and also there is a lack of student responsibility in following lessons. This research aims to optimize physics learning through the PjBL-STEM (Project-Based Learning-Science, Technology, Engineering, and Mathematics) model, in order to improve students' critical thinking skills and responsible attitudes. The research design that used in this research was a one group Pretest and Post-Test Design, it was involving 120 students in grade XI. The data collection techniques are carried out through observation, interviews, questionnaires and tests that are prepared based on indicators of critical thinking skills. This research data was analyzed using the average test, N-gain and paired sample t-test. The instruments used critical thinking skills tests and responsibility attitude questionnaires. The research results show that the average N-gain 0,5 is categorized as currently. Based on the N-gain results, it can be concluded that there is an increase between before and after treatment. The results of the responsible attitude questionnaire are in the effective category with an average of 367.2, From the findings of this research it can be concluded that the PjBL-STEM model can optimize physics learning in improving critical thinking skills and attitudes of responsibility. Keywords: PjBL-STEM, Critical Thinking Skills, Responsibility