Electronic Theses and Dissertation

Kemampuan berpikir kritis matematis adalah kemampuan siswa dalam memahami, menganalisis, dan menyelesaikan masalah matematika secara logis dan reflektif. Namun, kemampuan ini masih belum berkembang secara optimal. Hal tersebut dipengaruhi oleh rendahnya keterlibatan aktif siswa serta pembelajaran yang belum mendorong siswa untuk berpikir secara mendalam dan mandiri. Salah satu upaya untuk mengatasinya adalah dengan menerapkan model pembelajaran Problem Based Learning dengan strategi Metacognitive Scaffolding, yang dapat melatih kemampuan berpikir kritis melalui bimbingan terarah selama proses belajar. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis matematis siswa melalui model pembelajaran Problem Based Learning dengan strategi Metacognitive Scaffolding. Penelitian ini menggunakan pendekatan kuantitatif, jenis pra-eksperimen dengan desain one group pretest-posttest. Populasi dalam penelitian ini ialah seluruh siswa kelas VII SMPN 11 Banda Aceh dengan pengambilan sampel melalui teknik purposive sampling. Sampel yang digunakan adalah siswa kelas VII-4 yang berjumlah 26 orang. Instrumen yang digunakan adalah soal tes kemampuan berpikir kritis matematis yang terdiri dari pretest dan posttest. Data dianalisis menggunakan paired sample t-test. Berdasarkan hasil pengolahan data dengan taraf signifikan ∝=0,05 diperoleh t_hitung > t_tabel yaitu 18,01 > 1,708, maka H_0 ditolak yang berarti terdapat peningkatan kemampuan berpikir kritis matematis siswa setelah perlakuan. Hasil analisis N-Gain menunjukkan skor rata-rata diperoleh 0,58 yang termasuk dalam kategori sedang. Dengan demikian dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis matematis siswa melalui model pembelajaran problem based learning dengan strategi metacognitive scafffolding di SMPN 11 Banda Aceh.

Mathematical critical thinking ability is a student's ability to understand, analyze, and solve mathematical problems logically and reflectively. However, this ability has not yet developed optimally. This is influenced by low student active involvement and learning that does not encourage students to think deeply and independently. One effort to overcome this is by implementing a Problem Based Learning learning model with a Metacognitive Scaffolding strategy, which can train critical thinking skills through directed guidance during the learning process. This study aims to determine the improvement of students' mathematical critical thinking skills through the Problem Based Learning learning model with a Metacognitive Scaffolding strategy. This study uses a quantitative approach, a pre-experimental type with a one-group pretest-posttest design. The population in this study were all seventh grade students of SMPN 11 Banda Aceh with sampling using a purposive sampling technique. The sample used was 26 students of grades VII-4. The instrument used was a mathematical critical thinking ability test consisting of a pretest and a posttest. Data were analyzed using a paired sample t-test. Based on the results of data processing with a significance level of ∝=0.05, the calculated t > t table is 18.01 > 1.708, so H0 is rejected, which means there is an increase in students' mathematical critical thinking skills after treatment. The results of the N-Gain analysis show that the average score obtained is 0.58 which is included in the moderate category. Thus, it can be concluded that there is an increase in students' mathematical critical thinking skills through the problem-based learning model with the metacognitive scaffolding strategy at SMPN 11 Banda Aceh.