PERBANDINGAN MODEL PEMBELAJARAN IBL DENGAN PBL TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KOLABORASI PESERTA DIDIK KELAS XI DI SMAN 5 BANDAR LAMPUNG PADA MATERI FISIKA

Aditya, Nur Pratama (2024) PERBANDINGAN MODEL PEMBELAJARAN IBL DENGAN PBL TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KOLABORASI PESERTA DIDIK KELAS XI DI SMAN 5 BANDAR LAMPUNG PADA MATERI FISIKA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui perbandingan model Inquiy Based Learning dan Problem Based Learning terhadap keterampilan berpikir kritis dan kolaborasi peserta didik. Penelitian dilakukan di SMAN 5 Bandar Lampung, metode penelitian yang digunakan adalah quasi eksperimen.populasi pada penelitian ini adalah peserta di kelas XI F 5 dan 6. Teknik pengambilan sampel yaitu dengan purposive random sampling. Instrument dalam penelitian ini yaitu instrument tes dan angket, tes berupa soal essay untuk mengukur keterampilan berpikir kritis dan angket untuk mengukur keterampilan kolaborasi. Pengujian hipotesis dilakukan dengan menggunakan uji multivariate of variance ( manova). Hasil pengujian hipotesis untuk nilai signifikan keterampilan berpikir kritis kurang dari 0,05 yaitu 0,04 maka H0 ditolak dan H1 diterima dan nilai signifikan keterampilan kolaborasi kurang dari 0,05 yaitu 0,001 maka HO ditolak dan H1 diterima: 1) ada perbedaan model pembelajaran inquiry based learning terhadap keterampilan berpikir kritis dan kolaborasi peserta didik. 2) ada perbedaan model pembelajaran problem based learning terhadap keterampilan berpikir kritis dan kolaborasi peserta didik. Kata kunci: keterampilan berpikir kritis, keterampilan kolaborasi, model pembelajaran inquiry based learning, problem based learning iv ABSTRACT This research aims to determine the comparison of Inquiy Based Learning and Problem Based Learning models on students' critical thinking and collaboration skills. The research was conducted at SMAN 5 Bandar Lampung, the research method used was quasi-experimental. The population in this study were participants in classes XI F 5 and 6. The sampling technique was purposive random sampling. The instruments in this research are test and questionnaires, tests in the form of essay questions to measure critical thinking skills and questionnaires to measure collaboration skills. Hypothesis testing is carried out using the multivariate test of variance (manova). The results of hypothesis testing for the significant value of critical thinking skills are less than 0.05, namely 0.04, then H0 is rejected and H1 is accepted and the significant value of collaboration skills is less than 0.05, namely 0.001, then HO is rejected and H1 is accepted: 1) there are differences in inquiry learning models based learning on students' critical thinking and collaboration skills. 2) there are differences in problem based learning models for students' critical thinking and collaboration skills. Key words: critical thinking skills, collaboration skills, inquiry based learning model, problem based learning

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