PENGARUH MODEL PROBLEM BASED LEARNING BERORIENTASI AGENDA SUSTAINABLE DEVELOPMENT GOALS (SDGs) TERHADAP KEMAMPUAN BERPIKIR KRITIS KELAS IX PADA MATA PELAJARAN IPA

DESTI, AYU SAFITRI (2026) PENGARUH MODEL PROBLEM BASED LEARNING BERORIENTASI AGENDA SUSTAINABLE DEVELOPMENT GOALS (SDGs) TERHADAP KEMAMPUAN BERPIKIR KRITIS KELAS IX PADA MATA PELAJARAN IPA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya kemampuan berpikir kritis peserta didik pada pembelajaran IPA, yang ditunjukkan oleh keterbatasan peserta didik dalam menganalisis informasi, mengemukakan pendapat secara logis, serta memecahkan masalah yang berkaitan dengan kehidupan seharihari. Kondisi ini menunjukkan perlunya inovasi pembelajaran yang tidak hanya berfokus pada penguasaan materi, tetapi juga pada keterlibatan aktif peserta didik dalam proses belajar. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Problem Based Learning (PBL) berorientasi agenda Sustainable Development Goals (SDGs) terhadap kemampuan berpikir kritis peserta didik kelas IX pada mata pelajaran IPA serta menganalisis pengaruhnya dibandingkan dengan model pembelajaran Discovery Learning. Metode yang digunakan yaitu Quasi Eksperimen dengan desain Pretest-Posttest Control Group Design. Teknik pengambilan samoel menggunakan cluster random sampling, populasi dalam penelitian ini adalah peserta didik kelas IX A (eksperimen, n= 31), IX C (eksperimen, n= 30). Instrumen penelitian mencangkup tes kemampuan berpikir kritis dan dokumentasi. Data dianalisis menggunakan uji normalitas, uji homogenitas, uji N-Gain, dan uji Independent Sample t-Test. Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning berorientasi agenda Sustainable Development Goals (SDGs) berpengaruh terhadap kemampuan berpikir kritis peserta didik. Dibuktikan dengan nilai signifikan uji Independent Sample t-Test sebesar 0,000 <0,05, sehingga H0 ditolak dan H1 diterima. Hal ini menunjukkan adanya perbedaan signifikan antara kelas eksperimen dan kelas kontrol. Temuan ini menunjukkan kontribusi model Problem Based Learning berorientasi agenda SDGs terhadap kemampuan berpikir kritis. ABSTRACT The low level of critical thinking skills among students in science education, as evidenced by their limited ability to analyze information, express opinions logically, and solve problems related to daily life. This situation highlights the need for educational innovations that focus not only on mastery of the subject matter but also on students’ active engagement in the learning process. This study aims to analyze the effect of implementing a Problem-Based Learning model oriented toward the Sustainable Development Goals on the critical thinking skills of ninth-grade students in science, as well as to analyze its effect compared to the Discovery Learning model. The method used was a quasi-experimental study with a pretest-posttest control group design. The sampling technique employed was cluster random sampling; the population in this study consisted of students in Class IX A (experimental group, n = 31) and Class IX C (experimental group, n = 30). The research instruments included a critical thinking skills test and documentation. Data were analyzed using normality tests, homogeneity tests, N-Gain tests, and independent samples t-tests. The results of the study indicate that the implementation of a ProblemBased Learning model oriented toward the Sustainable Development Goals has an effect on students’ critical thinking skills. This is evidenced by a significant p-value of 0.000 < 0.05 in the Independent Samples t-test, leading to the rejection of H0 and the acceptance of H1. This indicates a significant difference between the experimental and control classes. These findings demonstrate the contribution of the SDGs-oriented Problem-Based Learning model to critical thinking skills.

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