Kemampuan berpikir kritis dan self-efficacy siswa melalui lesson study dengan model pembelajaran PBL berbasis STEM
DOI:
https://doi.org/10.31571/saintek.v14i2.9681Keywords:
berpikir kritis matematis, self-efficacy, lesson study, PBL, STEMAbstract
Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis matematis dan self-efficacy siswa melalui lesson study dengan model pembelajaran Problem Based Learning (PBL) berbasis STEM. Metode penelitian yang digunakan adalah eksperimen semu dengan desain Pretest-Posttest Nonequivalent Control Group. Subjek penelitian adalah 66 siswa kelas VII SMP Negeri 13 Pontianak yang dibagi menjadi dua kelas, yaitu kelas eksperimen dengan model PBL berbasis STEM dan kelas kontrol dengan model PBL tanpa STEM. Data penelitian diperoleh melalui tes kemampuan berpikir kritis, angket self-efficacy, dan lembar observasi aktivitas siswa. Hasil penelitian menunjukkan bahwa: (1) kualitas pembelajaran guru di kelas eksperimen berada pada kategori sangat baik dengan rata-rata skor 91, lebih tinggi dibanding kelas kontrol yang berada pada kategori baik dengan rata-rata skor 83,5; (2) aktivitas siswa di kelas eksperimen mencapai rata-rata 87,2%, lebih tinggi dibandingkan kelas kontrol 83%; dan (3) hasil uji t menunjukkan bahwa rata-rata kemampuan berpikir kritis matematis siswa di kelas eksperimen (82,5) lebih baik secara signifikan dibandingkan kelas kontrol (74) dengan nilai sig. 0,005 < 0,05. Selain itu, rata-rata self-efficacy siswa kelas eksperimen mencapai 85,5%, lebih tinggi dibandingkan kelas kontrol 80,2%. Dengan demikian, penerapan PBL berbasis STEM melalui lesson study terbukti lebih efektif dalam meningkatkan kemampuan berpikir kritis matematis dan self-efficacy siswa dibandingkan dengan PBL tanpa STEM.
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