Electronic Theses and Dissertation

Kemampuan berpikir kritis dan kemandirian belajar merupakan kompetensi penting dalam pembelajaran fisika abad ke-21, namun keduanya belum berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan E-LKPD berbasis STEM melalui model Project Based Learning (PjBL) terhadap kemampuan berpikir kritis dan kemandirian belajar peserta didik, serta menganalisis hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group design. Sampel penelitian terdiri atas peserta didik kelas XI 2 sebagai kelas eksperimen dan XI 1 sebagai kelas kontrol di SMA Negeri 5 Banda Aceh yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian meliputi tes kemampuan berpikir kritis, angket kemandirian belajar, dan lembar observasi keterlaksanaan pembelajaran. Data dianalisis menggunakan uji N-gain, independent sample t-test, effect size Cohen’s d, analisis deskriptif persentase, dan korelasi Product Moment Pearson. Hasil penelitian menunjukkan bahwa penggunaan E-LKPD berbasis STEM melalui model PjBL efektif meningkatkan kemampuan berpikir kritis dengan nilai N-gain 0,70 (kategori tinggi) dan effect size Cohen’s d sebesar 1,429 (kategori besar). Kemandirian belajar juga mengalami peningkatan pada seluruh indikator dengan kategori tinggi hingga sangat tinggi. Selain itu, terdapat hubungan positif yang signifikan antara kemandirian belajar dan kemampuan berpikir kritis dengan kategori sedang. Temuan ini menunjukkan bahwa E-LKPD berbasis STEM melalui model PjBL merupakan alternatif pembelajaran yang efektif untuk meningkatkan kemampuan berpikir kritis dan kemandirian belajar peserta didik.

Kata kunci: E-LKPD berbasis STEM, Project Based Learning, kemampuan berpikir kritis, kemandirian belajar, fisika.

Critical thinking skills and self-directed learning are essential competencies in 21st-century physics education, yet both remain insufficiently developed. This study aimed to examine the effectiveness of STEM-based electronic student worksheets (E-LKPD) integrated with the Project-Based Learning (PjBL) model in improving students’ critical thinking skills and self-directed learning, as well as to investigate the relationship between these two variables. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The sample consisted of Class XI 2 as the experimental group and Class XI 1 as the control group at SMA Negeri 5 Banda Aceh, selected through purposive sampling. The research instruments included a critical thinking skills test, a self-directed learning questionnaire, and an observation sheet of learning implementation. Data were analyzed using N-gain, an independent-samples t-test, Cohen’s d effect size, descriptive percentage analysis, and Pearson’s product-moment correlation. The findings revealed that STEM-based E-LKPD integrated with the PjBL model effectively improved students’ critical thinking skills, with an N-gain score of 0.70 (high) and a large effect size (Cohen’s d = 1.429). Students’ self-directed learning also improved across all indicators, ranging from high to very high. Furthermore, a significant positive moderate correlation was found between self-directed learning and critical thinking skills. These findings suggest that STEM-based E-LKPD integrated with the PjBL model provides an effective learning approach for enhancing students’ critical thinking skills and self-directed learning. Keyword: STEM-based E-LKPD, Project-Based Learning, critical thinking skills, self directed learning, physics.