Electronic Theses and Dissertation

Farah Dina. (2026). Analisis Keterampilan Berpikir Kritis dan Kesadaran Keberlanjutan Peserta Didik pada Materi Ekosistem Berbasis Education for Sustainable Development (ESD). [Skripsi. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Wiwit Artika, S.Si., M.Ed., dan Dr. Andi Ulfa Tenri Pada, S.Pd., M.Pd.

Keterampilan berpikir kritis dan kesadaran keberlanjutan merupakan luaran ESD yang penting dimiliki peserta didik guna menyiapkan generasi yang mampu berkontribusi pada pencapaian Sustainable Development Goals (SDGs). Penelitian ini bertujuan untuk menganalisis tingkat keterampilan berpikir kritis, kesadaran keberlanjutan, dan menguji hubungan antara keduanya pada peserta didik SMA di Banda Aceh yang telah mempelajari materi ekosistem berbasis ESD. Pendekatan yang digunakan adalah kuantitatif, dengan metode survei. Desain penelitian yang digunakan adalah deskriptif-korelasional. Populasi penelitian adalah 575 peserta didik kelas XI SMA di Banda Aceh yang telah mempelajari materi ekosistem berbasis ESD yang berasal dari tiga sekolah: SMA Teuku Nyak Arif Fatih Bilingual School, SMAN 3 Banda Aceh, dan SMAS Labschool Unsyiah. Sampel penelitian berjumlah 234 peserta didik yang ditentukan berdasarkan prinsip penentuan ukuran sampel minimal dengan taraf kesalahan 5%. Pengambilan sampel dilakukan melalui teknik sampling kalkulatif proporsional pada populasi. Instrumen penelitian meliputi lembar tes dan kuesioner kesadaran keberlanjutan. Data keterampilan berpikir kritis dan kesadaran keberlanjutan dianalisis menggunakan statistik deskriptif kuantitatif, uji prasyarat normalitas dilakukan menggunakan Kolmogorov-Smirnov, dan uji hipotesis hubungan antara kedua variabel diukur menggunakan Korelasi Spearman. Hasil analisis menunjukkan tingkat keterampilan berpikir kritis peserta didik memiliki rata-rata skor 49,29 (kategori Cukup), sementara tingkat kesadaran keberlanjutan peserta didik memiliki rata-rata skor 4,08 (kategori Baik). Hasil uji korelasi Spearman menunjukkan koefisien korelasi (r_s) sebesar 0,037 dengan nilai signifikansi (Sig. 2-tailed) sebesar 0,574 yang menunjukkan tidak ada hubungan signifikan antara keterampilan berpikir kritis dan kesadaran keberlanjutan peserta didik. Dapat disimpulkan bahwa luaran kognitif (keterampilan berpikir kritis) dan afektif (kesadaran keberlanjutan) cenderung berkembang secara independen tanpa adanya korelasi yang kuat. Implikasi penelitian menyarankan bahwa proses pembelajaran ESD memerlukan strategi yang mampu menjembatani integrasi ranah kognitif dan afektif secara eksplisit.

Kata kunci: Education for sustainable development, Keterampilan berpikir kritis, Kesadaran keberlanjutan, Ekosistem, Biologi

Farah Dina. (2026). Analysis of Students' Critical Thinking Skills and Sustainability Consciousness on Ecosystem Material Based on Education for Sustainable Development (ESD). [Undergraduate Thesis. Universitas Syiah Kuala]. Under direction of Dr. Wiwit Artika, S.Si., M.Ed., and Dr. Andi Ulfa Tenri Pada, S.Pd., M.Pd. Critical thinking skills and sustainability awareness are essential ESD outcomes that students must possess to prepare a generation capable of contributing to the achievement of the Sustainable Development Goals (SDGs). This study aims to analyze the level of critical thinking skills, sustainability awareness, and examine the relationship between the two among high school students in Banda Aceh who have studied ecosystem learning materials based on ESD. A quantitative approach was employed using a survey method with a descriptive-correlational research design. The study population consisted of 575 grade XI high school students in Banda Aceh who had studied ESD-based ecosystem materials, drawn from three schools: SMA Teuku Nyak Arif Fatih Bilingual School, SMAN 3 Banda Aceh, and SMAS Labschool Unsyiah. A sample of 234 students was determined based on the minimum sample size principle with a 5% margin of error, selected through proportional calculative sampling. Research instruments included a test sheet for critical thinking skills and a sustainability awareness questionnaire. Data were analyzed using quantitative descriptive statistics, with the Kolmogorov-Smirnov test applied for normality assumption checking, and Spearman Correlation used to test the hypothesized relationship between the two variables. The analysis revealed that students' critical thinking skills had a mean score of 49.29, categorized as Moderate, while sustainability awareness had a mean score of 4.08, categorized as Good. The Spearman correlation test yielded a correlation coefficient (ρ) of 0.037 with a significance value (Sig. 2-tailed) of 0.574, indicating no significant relationship between critical thinking skills and sustainability awareness. It can be concluded that cognitive outcomes (critical thinking skills) and affective outcomes (sustainability awareness) tend to develop independently without a strong correlation between them. The findings suggest that ESD learning processes require strategies that can explicitly bridge the integration of cognitive and affective domains, ensuring that intellectual understanding of sustainability issues translates meaningfully into students' values and dispositions. Keywords: Education for Sustainable Development, Critical thinking skills, Sustainability consciousness, Ecosystem, Biology