Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui pengaruh growth mindset terhadap kemampuan berpikir kritis siswa dalam pembelajaran mata pelajaran Geografi. Observasi awal menunjukkan bahwa peserta didik memiliki growth mindset yang relatif rendah, ditandai dengan keraguan menghadapi tugas menantang, kurang percaya diri dalam mengemukakan pendapat, serta rendahnya usaha mandiri dalam mengatasi kesulitan belajar, yang berdampak pada lemahnya kemampuan berpikir kritis. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Pre-Experimental One-Group Pretest-Posttest. Sampel penelitian berjumlah 32 siswa kelas XI-7 yang dipilih melalui cluster random sampling dari populasi dua kelas. Variabel bebas growth mindset diukur menggunakan angket yang telah divalidasi, sedangkan variabel terikat kemampuan berpikir kritis diukur menggunakan tes uraian pada materi mitigasi dan adaptasi kebencanaan yang diajarkan melalui model Problem Based Learning (PBL). Uji instrumen menunjukkan 12 dari 20 butir soal valid (rhitung > rtabel = 0,361) dengan koefisien reliabilitas 0,874 (Alpha Cronbach), yang tergolong sangat reliabel. Data dianalisis secara deskriptif dan inferensial, meliputi uji normalitas (Chi Kuadrat), uji homogenitas (Fisher), serta regresi linear sederhana berbasis gain score yang dilanjutkan dengan uji t parsial. Hasil penelitian menunjukkan peningkatan rata-rata kemampuan berpikir kritis dari 70,81 (pre-test) menjadi 87,25 (post-test), dan peningkatan rata-rata growth mindset dari 76,96 (pre-angket) menjadi 85,53 (post-angket). Persamaan regresi yang diperoleh adalah Y = 11,65 + 0,48X, yang menunjukkan bahwa setiap peningkatan satu satuan growth mindset diikuti peningkatan kemampuan berpikir kritis sebesar 0,48 satuan. Hasil uji hipotesis diperoleh thitung = 1,92 > ttabel = 1,695 pada taraf signifikansi 5%, sehingga H0 ditolak dan Ha diterima. Disimpulkan bahwa growth mindset berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis siswa dalam pembelajaran Geografi. Temuan ini menyarankan agar guru secara sengaja menumbuhkan growth mindset siswa sebagai strategi pedagogis untuk memperkuat kemampuan berpikir kritis, terutama melalui model pembelajaran yang menempatkan siswa secara aktif dalam pemecahan masalah, seperti Problem Based Learning.

This study aims to determine the effect of growth mindset on students’ critical thinking ability in the subject of Geography learning. Preliminary observation indicated that students showed a relatively low growth mindset, characterised by hesitation toward challenging tasks, low confidence in expressing opinions, and limited effort to independently overcome learning difficulties, which in turn was associated with weak critical thinking skills. This research employed a quantitative approach with a pre-experimental One-Group Pretest-Posttest design. The sample consisted of 32 eleventh-grade students (class XI-7) selected through cluster random sampling from a population of two classes. The independent variable, growth mindset, was measured using a validated questionnaire, while the dependent variable, critical thinking ability, was measured using a validated essay test on the topic of disaster mitigation and adaptation, taught through the Problem Based Learning (PBL) model. Instrument testing showed that 12 of 20 essay items were valid (r-count > r-table = 0.361) with a reliability coefficient of 0.874 (Cronbach’s Alpha), indicating a highly reliable instrument. Data were analysed descriptively and inferentially, including normality testing (Chi-Square), homogeneity testing (Fisher), and simple linear regression based on gain scores, followed by a partial t-test. The results showed an increase in the mean critical thinking score from 70.81 (pre-test) to 87.25 (post-test), and an increase in the mean growth mindset score from 76.96 (pre-questionnaire) to 85.53 (post-questionnaire). The regression equation obtained was Y = 11.65 + 0.48X, indicating that every one-unit increase in growth mindset was followed by a 0.48-unit increase in critical thinking ability. The hypothesis test yielded t-count = 1.92 > t-table = 1.695 at a 5% significance level, so H0 was rejected and Ha was accepted. It is concluded that growth mindset has a significant positive effect on students’ critical thinking ability in Geography learning. These findings suggest that teachers should deliberately cultivate students’ growth mindset as a pedagogical strategy to strengthen critical thinking skills, particularly through learning models that place students in an active problem-solving role, such as Problem Based Learning.