PENGARUH PENDEKATAN TEACHING AT THE RIGHT LEVEL (TARL) TERHADAP BERPIKIR KRITIS DALAM PELAJARAN MATEMATIKA SISWA KELAS IV SD AL AZHAR 1 BANDAR LAMPUNG

PUTRI, RAMADANI (2024) PENGARUH PENDEKATAN TEACHING AT THE RIGHT LEVEL (TARL) TERHADAP BERPIKIR KRITIS DALAM PELAJARAN MATEMATIKA SISWA KELAS IV SD AL AZHAR 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTARAK Berpikir kriris adalah suatu proses berpikir reflektif, yang berfokus pada memutuskan yang diyakini atau dilakukan. Penelitian ini dilatar belakangi oleh nilai berpikir kritis siswa, yang belum memuaskan khusnya dalam pelajaran matematika, kemudian peneliti tertarik menggambil pendekatan Teaching at the Right Level (TaRL), karena pendekatan ini belum pernah diterapkan di SD Al Azhar 1 Bandar Lampung. Penelitian ini bertujuan untuk mengetahui, pengaruh pendekatan Teaching at the Right Level (TaRL) terhadap berpikir kritis dalam pelajaran matematika siswa kelas IV SD Al Azhar 1 Bandar Lampung. Penelitian ini menggunkan jenis penelitian eksperimen dengan metode Quasi Experimental Design, dan jenis desain Posttest Only Control Design. Penelitian ini menggunakan teknik pengumpulan data berupa tes. Populasi penelitian adalah seluruh peserta didik kelas IV SD Al Azhar 1 Bandar Lampung. Teknik pengambilan sampel menggunakan Random Sampling. Sampel yang digunakan ialah kelas IV A berjumlah 27 siswa sebagai kontrol, dan kelas IV B berjumlah 27 siswa sebagai kelas eksperimen. Hasil penelitian ini menunjukkan nilai signifikan (2-tailed) 0,015 yang artinya 0,015 < 0,05, sehingga ditolak diterima maka dapat disimpulkan bahwa, terdapat pengaruh pendekatan Teaching at the Right Level (TaRL) terhadap berpikir kritis dalam pelajaran matematika. Berpikir kritis siswa menggunakan pendekatan Teaching at the Right Level (TaRL) lebih baik, dibandingkan berpikir kritis siswa menggunkan pendekatan Contextual Teaching and Learning (CTL). Kata Kunci: Berpikir Kritis, Matematika, Teaching at the Righ Level (TaRL). iii ABSTRACT Critical thinking is a reflective thinking process, which focuses on deciding what to believe or do. This study is motivated by the value of students' critical thinking, which is not satisfactory especially in mathematics lessons, then researchers are interested in taking the Teaching at the Right Level (TaRL) approach, because this approach has never been applied at SD Al Azhar 1 Bandar Lampung. This study aims to determine the effect of Teaching at the Righ Level (TaRL) approach on critical thinking in mathematics class IV students of SD Al Azhar 1 Bandar Lampung. This research uses the type of experimental research with the Quasi Experimental Design method, and the Posttest Only Control Design design type. This study uses data collection techniques in the form of tests. The study population was all fourth grade students of SD Al Azhar 1 Bandar Lampung. The sampling technique used Random Sampling. The samples used were class IV A totaling 27 students as control, and class IV B totaling 27 students as the experimental class. The results of this study showed a significant value (2-tailed) of 0,015 which means 0.015 < 0,05, so that Ho is rejected Ha is accepted, it can be concluded that, there is an effect of the Teaching at the Righ Level (TaRL) approach to critical thinking in math lessons. Critical thinking of students using the Teaching at the Righ Level (TaRL) approach is better, compared to critical thinking of students using the Contextual Teaching and Learning (CTL) approach. Keywords: Critical Thinking, Mathematics, Teaching at the Righ Level (TaRL).

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