Electronic Theses and Dissertation

Penelitian ini menanggapi masalah Rendahnya kemampuan berpikir kritis dalam pembelajaran fisika masih menjadi salah satu faktor yang menyebabkan hasil belajar siswa kurang optimal di Indonesia. Hal ini ditandai dengan kurangnya kemampuan siswa dalam menganalisis, mengevaluasi informasi, serta merumuskan solusi dari suatu permasalahan secara logis dan sistematis. Padahal, kemampuan berpikir kritis merupakan salah satu keterampilan esensial abad ke-21 yang perlu dikembangkan dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui dampak model pembelajaran Discovery Learning berbantuan media teknologi Augmented Reality (AR) terhadap kemampuan berpikir kritis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain Non-Equivalent Control Group Design. Sampel penelitian adalah siswa kelas X IPA 1 sebagai kelas eksperimen dan X IPA 2 sebagai kelas kontrol di SMAN 1 Kuta Baro, masing-masing berjumlah 22 siswa. Instrumen penelitian berupa tes uraian kemampuan berpikir kritis yang meliputi lima indikator: penjelasan sederhana, keterampilan dasar, inferensi, penjelasan lanjutan, serta strategi dan taktik. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kemampuan berpikir kritis siswa di kelas eksperimen sebesar 83,46, lebih tinggi dibandingkan kelas kontrol sebesar 74,09. Hasil uji-t menunjukkan perbedaan signifikan pada taraf signifikansi 0,05 (thitung > ttabel). Dengan demikian, penerapan model Discovery Learning berbantuan AR memiliki pengaruh positif dan signifikan dalam meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran fisika.

Kata Kunci: Augmented Reality, Discovery Learning, Kemampuan Berpikir Kritis, Pembelajaran Fisika

This study addresses the issue of students’ low critical thinking skills in physics learning, which remains one of the contributing factors to suboptimal academic achievement in Indonesia. This problem is evident in students’ limited ability to analyze, evaluate information, and formulate logical and systematic solutions to problems. In fact, critical thinking is one of the essential 21st-century skills that must be developed through effective learning processes. This study aims to determine the impact of the Discovery Learning model assisted by Augmented Reality (AR) technology on students’ critical thinking skills. A quantitative approach was used with a quasi-experimental method and a Non-Equivalent Control Group Design. The research sample consisted of students from class X IPA 1 as the experimental group and class X IPA 2 as the control group at SMAN 1 Kuta Baro, with 22 students in each group. The research instrument was an essay test measuring critical thinking skills based on five indicators: elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. The results showed that the average post-test score in the experimental class was 83.46, higher than the control class, which scored 74.09. The t-test analysis revealed a significant difference at the 0.05 significance level (tcalculated > ttable). Therefore, it can be concluded that the implementation of the Discovery Learning model assisted by AR has a positive and significant impact on improving students’ critical thinking skills in physics learning. Keywords: Augmented Reality, Critical Thinking Skills, Discovery Learning, Physics Learning