Electronic Theses and Dissertation

Pembelajaran yang masih menggunakan metode konvensional cenderung kurang mendorong peserta didik untuk menganalisis, mengavaluasi, dan menyimpulkan informasi secara mendalam. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RADEC (Read, Answer, Discuss, Explain, and Create) terhadap peningkatan kemampuan berpikir kritis peserta didik pada materi cahaya dan sifatnya di kelas V SD Negeri Lampeuneurut. Jenis penelitian yang digunakan adalah quasi experimental design dengan rancangan Nonequivalent (pretest and posttest) Control Group Design. Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang diberikan pembelajaran dengan model RADEC dan kelas kontrol yang diajar dengan metode konvensional. Instrumen penelitian berupa tes uraian kemampuan berpikir kritis yang diberikan dalam bentuk pretest dan posttest, sedangkan teknik analisis yang digunakan berupa uji-T (independent sample T-Test). Hasil penelitian menunjukkan bahwa rata-rata nilai pretest kelas eksperimen sebesar 43,7 meningkat menjadi 94,2 pada posttest. Sedangkan kelas kontrol mengalami peningkatan dari 35,55 menjadi 53,9. Uji N-Gain menunjukkan bahwa kelas eksperimen memperoleh skor rata-rata sebesar 91%, sedangkan kelas kontrol 28%. Selanjutnya hasil uji-t menunjukkan nilai signifikansi 0,000 < 0,05, Dengan demikian dapat disimpulkan bahwa model pembelajaran RADEC berpengaruh terhadap peningkatan kemampuan berpikir kritis peserta didik pada materi cahaya dan sifatnya kelas V SD Negeri Lampeuneurut. Selain itu, seluruh indikator berpikir kritis mengalami peningkatan setelah diterapkannya pembelajaran dengan model RADEC, dengan peningkatan tertinggi pada indikator Situation dengan peningakatan 100%, diikuti oleh Inferance 99%, Reason 98%, Clarity 96%, Fokus 95% dan Overview79%.

Learning that still uses conventional methods tends to discourage students from analyzing, evaluating, and concluding information in depth. This study aims to determine the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on improving students' critical thinking skills in the subject of light and its properties in grade V at Lampeuneurut Public Elementary School. The type of research used was a quasi-experimental design with a nonequivalent (pretest and posttest) control group design. The research sample consisted of two classes, namely the experimental class, which was taught using the RADEC model, and the control class, which was taught using conventional methods. The research instrument was an essay test of critical thinking skills administered in the form of a pretest and posttest, while the analysis technique used was the T-test (independent sample T-Test). The results showed that the average pretest score of the experimental class increased from 43.7 to 94.2 on the posttest. Meanwhile, the control class experienced an increase from 35.55 to 53.9. The N-Gain test showed that the experimental class obtained an average score of 91%, while the control class obtained 28%. Furthermore, the t-test results showed a significance value of 0.000 < 0.05. Thus, it can be concluded that the RADEC learning model has an effect on improving students' critical thinking skills in the subject of light and its properties in grade V at Lampeuneurut Public Elementary School. In addition, all critical thinking indicators improved after the implementation of the RADEC learning model, with the highest increase in the Situation indicator at 100%, followed by Inference at 99%, Reason at 98%, Clarity at 96%, Focus at 95%, and Overview at 79%.