RELASI KEMAMPUAN BERPIKIR KRITIS DALAM KEMAMPUAN LITERASI SAINS PADA SISWA KELAS IV SEKOLAH DASAR

Ucu Cahyana; Abdul Kadir; Monalisa Gherardini

doi:10.17977/um009v26i12017p014

RELASI KEMAMPUAN BERPIKIR KRITIS DALAM KEMAMPUAN LITERASI SAINS PADA SISWA KELAS IV SEKOLAH DASAR

Ucu Cahyana, Abdul Kadir, Monalisa Gherardini

Abstract

Abstract: This study aims at describing the effect of Creative Problem Solving (CPS) and Problem Posing method and the ability to think critically regarding science literacy. This research employed experimental treatment by the level of 2 x 2 design. The data of this research was analyzed using two paths the analysis of variance (ANOVA). The result of this research indicated four things, namely; (1) the ability of science literacy among groups of students who are taught using the CPS is higher than group of students taught using methods problem posing; (2) there is an interaction effect between the learning method and the critical thinking skills to the ability of science literacy; (3) the ability of scientific literacy among students with critical thinking skills CPS method is higher than students who treated using problem posing method; (4) the ability of scientific literacy among students with low critical thinking skills using CPS is lower than students using problem posing method.

Keywords: CPS Method, Problem Posing, critical thinking, scientific literacy, elementary school.

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan metode Creative Problem Solving (CPS) dan Problem Posing, serta kemampuan berpikir kritis terhadap literasi sains. Metode yang digunakan eksperimen dengan desain treatment by level 2 x 2. Teknik analsis varians dua jalur (ANAVA). Hasil dari penelitian ini terdiri dari empat hal yakni; (1) kemampuan literasi sains antar kelompok siswa yang diajar menggunakan metode CPS lebih tinggi dari kelompok siswayang diajar menggunakan metode problem posing; (2) terdapat pengaruh interaksi antara metode pembelajaran dengan kemampuan berpikir kritis terhadap kemampuan literasi sains; (3) kemampuan literasi sains antar siswa dengan kemampuan berpikir kritis tinggi yang diberikan metode CPS lebih tinggi dari siswa yang diperlakukan metode problem posing; (4) kemampuan literasi sains antar siswa dengan kemampuan berpikir kritis rendah yang diberikan CPS lebih rendah dari siswa yang diberikan perlakuan metode problem posing.

Kata kunci: Metode CPS, Problem Posing,berpikir kritis, literasi sains, SD.

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DOI: http://dx.doi.org/10.17977/um009v26i12017p014