PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN STRATEGI SCAFFOLDING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MATERI PENCEMARAN LINGKUNGAN

DEA, DWI SAPUTRI (2026) PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN STRATEGI SCAFFOLDING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MATERI PENCEMARAN LINGKUNGAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik kelas X SMA Negeri 12 Bandar Lampung serta belum optimalnya penerapan model Discovery Learning karena belum disertai strategi pembelajaran yang mampu membimbing peserta didik dalam menemukan konsep secara sistematis. Penelitian ini bertujuan untuk mengetahui pengaruh model Discovery Learning dengan strategi Scaffolding terhadap kemampuan berpikir kritis peserta didik pada materi perubahan lingkungan. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain pretest-posttest control group design. Sampel penelitian terdiri atas kelas eksperimen yang menerapkan model Discovery Learning dengan strategi Scaffolding dan kelas kontrol yang menggunakan pembelajaran Contextual Teaching and Learning (CTL). Data dikumpulkan melalui tes esai kemampuan berpikir kritis dan dianalisis menggunakan uji normalitas, uji homogenitas, uji independent sample t-test, serta uji N-Gain. Hasil penelitian menunjukkan bahwa terdapat pengaruh model Discovery Learning dengan strategi Scaffolding terhadap kemampuan berpikir kritis peserta didik, ditunjukkan oleh nilai signifikansi uji t < 0,05. Selain itu, hasil uji N-Gain menunjukkan peningkatan kemampuan berpikir kritis pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Dengan demikian, model Discovery Learning dengan strategi Scaffolding efektif digunakan untuk meningkatkan kemampuan berpikir kritis peserta didik pada materi perubahan lingkungan ABSTRACT This study was motivated by the low level of critical thinking skills among tenth-grade students at SMA Negeri 12 Bandar Lampung and the suboptimal implementation of the Discovery Learning model, which was not supported by an instructional strategy that systematically guided students in discovering concepts. Therefore, this study aimed to determine the effect of the Discovery Learning model with the Scaffolding strategy on students' critical thinking skills in environmental change material. This study employed a quantitative approach using a quasiexperimental method with a pretest-posttest control group design. The sample consisted of an experimental class taught using the Discovery Learning model with the Scaffolding strategy and a control class taught using the Contextual Teaching and Learning (CTL) model. Data were collected through an essay test measuring critical thinking skills and analyzed using the normality test, homogeneity test, independent sample t-test, and N-Gain test. The results showed that the Discovery Learning model with the Scaffolding strategy had a significant effect on students' critical thinking skills, as indicated by a significance value of p < 0.05. Furthermore, the N-Gain analysis revealed that the improvement in critical thinking skills of students in the experimental class was higher than that of the control class. Therefore, the Discovery Learning model with the Scaffolding strategy is effective in improving students' critical thinking skills in learning environmental change.

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