ANALISIS KETERAMPILAN PEMECAHAN MASALAH DAN BERFIKIR KRITIS KELAS XI PELAJARAN SISTEM PERTAHANAN TUBUH

FIFI, ALFERINA (2025) ANALISIS KETERAMPILAN PEMECAHAN MASALAH DAN BERFIKIR KRITIS KELAS XI PELAJARAN SISTEM PERTAHANAN TUBUH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini menganalisis keterampilan pemecahan masalah dan berpikir kritis siswa kelas XI pada materi Sistem Pertahanan Tubuh dalam pembelajaran Biologi di SMA Negeri 1 Pardasuka (SMAN X) dan SMA Negeri 1 Ambarawa (SMAN Y), Kabupaten Pringsewu, tahun ajaran 2024/2025. Menggunakan pendekatan deskriptif kualitatif dengan purposive sampling, data dikumpul melalui tes essay 20 butir, wawancara guru Biologi, dan dokumentasi. Instrumen divalidasi dengan r hitung > r tabel dan reliabilitas Cronbach Alpha sedang-tinggi. Hasil menunjukkan keterampilan pemecahan masalah siswa SMAN X dan Y berada pada kategori sedang hingga tinggi, dengan indikator memahami masalah (sedang), merencanakan (sedang), melaksanakan (sedang), serta review (tinggi). Berpikir kritis juga sedang hingga tinggi, terlihat pada penjelasan sederhana (sedang tinggi), dukungan dasar (tinggi), dan strategi (sedang-tinggi). Model inquiry di SMAN Y lebih efektif daripada discovery learning di SMAN X untuk pengembangan keterampilan ini, meski kendala seperti pemahaman konsep dasar dan partisipasi variatif masih ada. Disarankan guru terapkan pembelajaran interaktif kolaboratif seperti Problem Based Learning untuk optimalisasi keterampilan abad-21. Kata Kunci: berpikir kritis, keterampilan pemecahan masalah, pembelajaran Biologi, Sistem Pertahanan Tubuh. ii ABSTRACT This study analyzed the problem-solving and critical thinking skills of eleventh-grade students on the Body's Defense System in Biology lessons at State Senior High School 1 Pardasuka (SMAN X) and State Senior High School 1 Ambarawa (SMAN Y), Pringsewu Regency, in the 2024/2025 academic year. Using a qualitative descriptive approach with purposive sampling, data were collected through a 20-item essay test, interviews with biology teachers, and documentation. The instrument was validated with a calculated r value > r table and a moderate-high Cronbach's Alpha reliability. The results indicate that students' problem-solving skills at SMAN X and Y are in the moderate to high category, with indicators of understanding the problem (moderate), planning (moderate), implementing (moderate), and reviewing (high). Critical thinking skills were also moderate to high, as evidenced by simple explanations (moderate-high), basic support (high), and strategies (moderate-high). The inquiry learning model at SMAN Y was more effective than discovery learning at SMAN X for developing these skills, although challenges such as understanding basic concepts and varying participation remained. It is recommended that teachers implement interactive, collaborative learning such as Problem-Based Learning to optimize 21st-century skills. Keywords: biology learning, critical thinking, immune system, problem-solving skills

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