Electronic Theses and Dissertation

Keterampilan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang penting dikuasai siswa. namun, keterampilan berpikir kritis siswa masih tergolong rendah, khususnya dalam menganalisis permasalahan, memberikan alasan ilmiah, dan menarik kesimpulan pada pembelajaran fisika. penelitian ini bertujuan untuk mengetahui pengaruh model problem based learning berbasis etnosains terhadap keterampilan berpikir kritis siswa sma pada materi suhu dan kalor. penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian quasi experimental dan desain pretest-posttest control group design. sampel penelitian terdiri atas dua kelas xi ipa di sman 1 lhokseumawe, yaitu kelas eksperimen yang menerapkan model problem based learning berbasis etnosains dan kelas kontrol yang menerapkan model problem based learning tanpa etnosains. instrumen penelitian berupa tes esai (pretest dan posttest) untuk mengukur keterampilan berpikir kritis siswa. data dianalisis menggunakan uji homogenitas, uji n-gain, dan uji independent sample t-test. hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelas eksperimen sebesar 87,833 lebih tinggi dibandingkan kelas kontrol sebesar 79,167. hasil uji n-gain menunjukkan bahwa kelas eksperimen memperoleh nilai n-gain sebesar 0,85 dengan kategori tinggi, sedangkan kelas kontrol memperoleh nilai n-gain sebesar 0,74 dengan kategori tinggi. hasil uji hipotesis diperoleh nilai thitung sebesar 4,328 lebih besar daripada ttabel sebesar 2,001 (4,328 > 2,001), sehingga h₀ ditolak dan hₐ diterima. dengan demikian, model problem based learning berbasis etnosains berpengaruh signifikan terhadap keterampilan berpikir kritis siswa sma pada materi suhu dan kalor. kata kunci: etnosains, keterampilan berpikir kritis, problem based learning, suhu dan kalor.

Critical thinking skills are one of the 21st century skills that are important for students to master. However, students' critical thinking skills are still relatively low, especially in analyzing problems, providing scientific reasons, and drawing conclusions in physics learning. This research aims to determine the influence of the ethnoscience-based Problem Based Learning model on high school students' critical thinking skills on temperature and heat material. This research uses a quantitative approach with a quasi-experimental research type and a pretest-posttest control group design. The research sample consisted of two XI IPA classes at SMAN 1 Lhokseumawe, namely the experimental class which applied the ethnoscience-based Problem Based Learning model and the control class which applied the Problem Based Learning model without ethnoscience. The research instrument is an essay test (pretest and posttest) to measure students' critical thinking skills. Data were analyzed using homogeneity tests, N-Gain tests, and independent sample t-tests. The results showed that the experimental class achieved a higher average posttest score (87.833) compared to the control class (79.167). N-Gain analysis revealed that the experimental class obtained a score of 0.85 (high category), while the control class obtained a score of 0.74 (high category). Hypothesis testing yielded a t-calculated value of 4.328, which exceeded the t-table value of 2.001 (4.328 > 2.001); consequently, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. Thus, the ethnoscience-based PBL model has a significant effect on the critical thinking skills of high school students regarding the topic of temperature and heat. Keywords: Ethnoscience, Critical Thinking Skills, Problem-Based Learning, Temperature and Heat.