PENGARUH MODEL PEMBELAJARAN PEMECAHAN MASALAH TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN EFIKASI DIRI SISWA PADA KONSEP HIDROLISIS GARAM.
ABSTRAK
PENGARUH MODEL PEMBELAJARAN PEMECAHAN MASALAH
TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN EFIKASI DIRI
SISWA PADA KONSEP HIDROLISIS GARAM
Penelitian ini bertujuan untuk mencari pengaruh model pembelajaran
pemecahan masalah tipe Gallet terhadap keterampilan berpikir kritis dan efikasidiri siswa pada materi hidrolisis garam. Metode penelitian yang digunakan adalah
kuasi eksperimen dengan desain nonequivalent control group design. Subjek
penelitian 78 siswa kelas XI IPA SMAN 16 kota Bandung, terdiri dari 40 siswa
kelompok eksperimen dan 38 siswa kelompok kontrol. Instrumen yang digunakan
dalam penelitian ini terdiri dari tes keterampilan berpikir kritis, skala efikasi-diri,
skala sikap, pedoman wawancara dan lembar observasi. Analisis data
menggunakan Uji Mann-Whitney dan Uji Korelasi Spearman's rho. Hasil
penelitian menunjukkan bahwa pembelajaran pemecahan masalah dapat
meningkatkan keterampilan berpikir kritis, namun tidak untuk efikasi-diri siswa.
Rerata N-Gain keterampilan berpikir kritis pada kelompok eksperimen sebesar
0,83 (kategori tinggi) dan kelompok kontrol sebesar 0,42 (kategori sedang). Sub
indikator keterampilan berpikir kritis yang mengalami peningkatan tertinggi pada
pembelajaran pemecahan masalah yaitu merumuskan pertanyaan secara benar
dan memutuskan hal-hal yang akan dilakukan secara tentatif melalui identifikasi
informasi secara teknik dengan N-Gain sebesar 1 (kategori tinggi) dan
peningkatan terendah terjadi pada sub indikator menerapkan prinsip/konsep yang
dapat diterima dengan N-Gain sebesar 0,55 (kategori sedang). Rerata N-Gain
efikasi-diri siswa kelompok eksperimen sebesar 0,04 (kategori rendah) dan
kelompok kontrol sebesar 0,10 (kategori rendah). Terdapat perbedaan yang
signifikan antara keterampilan berpikir kritis siswa kelompok eksperimen dan
kelompok kontrol, namun tidak signifikan untuk efikasi-diri siswa. Terdapat
hubungan yang signifikan antara keterampilan berpikir kritis dan efikasi-diri siswa
pada kelompok eksperimen dan siswa memberikan tanggapan yang positif
terhadap pembelajaran pemecahan masalah pada konsep hidrolisis garam,
termasuk dalam kategori baik dengan persentase rata-rata skor sebesar 67,81%.
Kata-kata Kunci: Pembelajaran Pemecahan Masalah, Keterampilan Berpikir
Kritis, Efikasi-Diri, Konsep Hidrolisis Garam,
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
iii
ABSTRACT
THE EFFECT OF PROBLEM SOLVING TEACHING TO CRITICAL
THINKING SKILLS AND SELF-EFFICACY OF STUDENT IN
SALT HYDROLYSIS CONCEPT
The aim of this study was to investigate the effect of problem-solving
teaching to critical thinking skills and self-efficacy of student in salt hydrolysis
concept. The method used in this study was a quasi experimental design with
nonequivalent control group design. Participant in this study consisted 78 students
of grade XI of SMAN 16 Bandung which included 40 students in the
experimental group and 38 students in the control group. The data was collected
by critical thinking skill test, self-efficacy scales, questionnaires, interview guides,
and observation sheets. The data was analyzed using the Mann-Whitney test and
test Spearman's rho correlation. Findings of this study showed that problem
solving teaching can improve critical thinking skills, but not for students’ selfefficacy. The mean of N-Gain on critical thinking skills in the experimental group
was 0.83 (high category) and in the control group was 0.42 (medium category).
Sub-indicator of critical thinking skills indicated in this study has the highest
increasing to problem solving teaching which formulate questions correctly and
decide on matters that will be done through the identification of tentative
technical information with the N-Gain was 1 (high category) and the lowest
increasing occurred in the sub-indicators which apply the principles/concepts that
can be accepted by N-Gain was 0.55 (medium category). The mean of N-Gain of
self-efficacy in the experimental group was 0.04 (low category) and in control
group was 0.10 (low category). There are significant differences between
students’ critical thinking skills in the experimental group and the control group,
but not significant for students' self-efficacy. There was significant connection
between critical thinking skills and self-efficacy of students in the experimental
group and positively respond to problem-solving teaching in the salt hydrolysis
concept, that included in good categories with average percentage score in
questionnaire was 67.81%.
Keywords: Problem Solving Teaching, Critical Thinking Skills, Self-Efficacy,
Salt Hydrolysis Concept.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
88
DAFTAR PUSTAKA
Alkan, F & Erdem, E. (2012). The relationship between teacher self-efficacy and
competency perceptions of chemistry teacher candidates. Procedia Social
and Behavioral Sciences, 47, 1927-1932.
Arifin, M., Sudja, W. A., Ismail, A. K., HAM, M., & Wahyu, W. (2003). Strategi
belajar mengajar kimia. Bandung: FMIPA Universitas Pendidikan
Indonesia.
Ariyati, Eka. (2010). Pembelajaran berbasis praktikum untuk meningkatkan
kemampuan berpikir kritis mahasiswa. Jurnal Matematika dan IPA, 1(2),
1-12.
Baldwin, J. A., May, D. E., & Burns, D. J. (1999). The development of a college
biology self-efficacy instrument for nonmajors. Science Education, 83,
397-408.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996).
Multifaceted impact of self-efficacy beliefs on academic functioning.
Child Development, 67(3), 1206-1222.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Selfefficacy beliefs as shapers of children’s aspirations and career trajectories.
Child Development, 72(1), 187-206.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and
functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A., Blanchard, E. B., & Riter, B. (1969). Relative efficacy of
desensitization and modeling approaches for inducing behavioral,
affective, and attitudinal changes. Journal of Personality and Social
Psychology, 13(3), 173-199.
Bandura, A. (2006). Self-efficacy beliefs of adolescents: Guide for constructing
self-efficacy scales. Information Age Publishing, 307–337.
Bandura, A. (1998). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia
of human behavior, 4, 71-81. New York: Academic Press. (Reprinted in H.
Friedman (Ed.), Encyclopedia of mental health. San Diego: Academic
Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84(2), 191-215.
Buchori Muslim, 2015
88
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
89
Benight, C. C. & Bandura, A. (2004). Social cognitive theory of posttraumatic
recovery: the role of perceived self-efficacy. Behaviour Research and
Therapy, 42, 1129–1148.
Brandsford, J. D & Stein, B. S. (1993). The ideal problem solver. W.H. Freeman
and Company, 5(6), 19-51.
Brookhart, S. M. (2010). How to assess higher order thinking skills in your
classroom. Alexandria: ASCD.
Brown, J. D. (2002). The cronbach alpha reliability estimate. Shiken: JALT
Testing & Evaluation SIG Newsletter, 6(1), 17-18.
Costa, A. L. (1985). Developing minds: A resource book for teaching thinking.
Association for Supervision and Curriculum Development. Virginia:
Alexandria.
Dahar, R. W. (2006). Teori-teori belajar dan pembelajaran. Jakarta: Erlangga.
Dehghani, M., Sani, H. J., Pakmehr, H., & Malekzadeh, A. (2011). Relationship
between students' critical thinking and self-efficacy beliefs in Ferdowsi
University of Mashhad, Iran. Procedia Social and Behavioral Sciences,
15, 2952-2955.
Ekici, G., Fettahlioglu, P., & Cibik, A. S. (2012). Biology self efficacy beliefs of
the students studying in the department of biology and department of
biology teaching. International Online Journal of Educational Sciences,
4(1), 39-49.
Ennis, R. H. (1993). Critical thinking assesment. Theory Into Practice, 32(3), 1-8.
Ennis, R. H. (1985). Goals for a critical thinking curriculum; In Al Costa (ed).
Developing minds: A resource book for teaching thinking. Alexandria:
ASCD.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. California:
Pearson Education.
Firman, H. (2013). Evaluasi pembelajaran kimia. Bandung: Jurusan Pendidikan
Kimia FPMIPA UPI.
Fisher, A. (2009). Berpikir kritis sebuah pengantar. Jakarta: Erlangga.
Franken, E. R. (1994). Human motivation. New York: Wadsworth, Inc.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
90
Glazar, S. A. & Devetak, I. (2002). Secondary school student’s knowledge of
stoichiometry. Acta Chim. Slov 49, 43-53.
Gallet, C. (1998). Problem-solving teaching in the chemistry laboratory: Leaving
the cooks. Journal of Chemical Education, 75(1), 72-77.
Hairida & astuti M. W. (2012). Self-efficacy dan prestasi belajar siswa dalam
pembelajaran IPA-kimia. Jurnal Pendidikan Matematika dan IPA, 3(1),
26-34.
Hake, R. R. (tanpa tahun). Analyzing change/gain scores. Departement of Physics
Indiana University.
Kadayifcia, H., Atasoy, B., & Akkus, H. (2012). The correlation between the
flaws students define in an argument and their creative and critical
thinking abilities. Procedia Social and Behavioral Sciences, 47, 802 – 806.
Kezer, F., & Turker, B. (2012). Comparison of the critical thinking dispositions of
(studying in the secondary science and mathematics division) preservice
teachers. Procedia Social and Behavioral Sciences, 46, 1279 –1283.
Kirkley, J. (2003). Principles for teaching problem solving. Indiana University:
Plato Learning, Inc.
Kondakci , E. U., Aydin, Y. C., Kirbulut, Z. D., & Beeth, M. E. (2009). Predictors
of chemistry self-efficacy among. www.esera.org/media/.../ebookesera2011_uzuntiryaki-02.pdf. (diakses 23-06-2014).
Kondakci, E. U., & Aydin, Y. C. (2013). Predicting critical thinking skills of
university students through metacognitive self-regulation skills and
chemistry self-efficacy. Journal of Educational Science: Theory &
Practice, 13(1), 666-670.
Koray, Ö., & K ̈ ksal, M. S. (2009). The effect of creative and critical thinking
based laboratory applications on creative and logical thinking abilities of
prospective teachers. Asia Pacific Forum on Science Learning and
Teaching, 10, 1-13.
Kurbanoglu, N. I., & Akim, A. (2010). The relationships between university
students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs.
Australian Journal of Teacher Education, 35, 47-59.
Lawshe, C. H. (1975). A quantitative approach to content validity. Psychology,
28, 563-573.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
91
Liliasari. (2008). Berpikir kritis dalam pembelajaran sains kimia menuju
profesionalitas guru. Program Studi Pendidikan IPA Sekolah
Pascasarjana UPI.
Meltzer, D. E. (2002). The relationship between mathematics preparation and
conceptual learning grains in physics: A possible “hidden variable” in
diagnostice pretest scores. American Journal Physics, 70(12), 1259-1286.
Mettes, C. T. C. W., Pilot, A., Roossink, H. J., & Kramers, P. H. (1980). Teaching
and learning problem solving in science. Part I: A general strategy.
Journal of Chemical Education, 57(12), 882-884.
Moore, B. N., & Richard, P. (1986). Critical thinking: Evaluating claims and
arguments in everyday life. California State University: Mayfield
Publishing Company.
Pajares. (2002). Overview of social cognitive theory and of selfefficacy. Retreived
month day, year, from http://www.emory.edu/EDUCATION/mfp/eff.html
(02-12-2013)
Paul, R., & Elder, L. (2007). The miniatur guide to critical thinking concepts and
tools. California: Foundation for Critical Thinking Press.
Permendiknas RI No. 23. (2006). Standar kelulusan untuk satuan pendidikan
dasar dan menengah. Jakarta: Menteri pendidikan nasional.
Pervin, L. A. (1984). Personality: Theory and research. Fourth edition. Canada:
John Wiley & Sons, Inc.
Perry, M. (2005). Confidence boosters. Diterjemahkan oleh Aditiya Suharmoko.
Jakarta: Erlangga.
Qing, Z., Ni, S., & Hong, T. (2010). Developing critical thinking disposition by
task-based learning in chemistry experiment teaching. Procedia Social and
Behavioral Sciences, 2, 4561–4570.
Qing, Z., Ma, L., Huang, N., Liang, Q., Yue, H., & Peng, T. (2012). Integrating
webquest into chemistry classroom teaching to promote students’ critical
thinking. Scientific Research Creative Education, 3(3), 369-374.
Qing, Z., Jing, G., & Yan, W. (2010). Promoting preservice teachers’ critical
thinking skills by inquiry-based chemical experiment. Procedia Social and
Behavioral Sciences, 2, 4597–4603.
Rahman, T. Penilaian pembelajaran SMP/SMA. Universitas Pendidikan
Indonesia.http://file.upi.edu/Direktori/SPS/Prodi.Pendidikan%20IPA/1962
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
92
01151987 31 %20-%20Taufik%20Rahman/Penilaian.pdf (diakses 11
desember 2010)
Redhana, I. W., & Liliasari. (2008). Program pembelajaran keterampilan berpikir
kritis pada topik laju reaksi untuk siswa SMA. Forum Pendidikan, 27(2),
103-112.
Rudinov, J., & Barry, V. E. (2004). Invitation critical thinking. New York: Holly
J. Allen.
Santrock, J. W. (1999). Life-span development (Seventh Edition). New York:
McGraw-Hill, Inc.
Sanjaya, W. (2011). Strategi pembelajaran berorientasi standar proses
pendidikan. Jakarta: Kencana Prenada Media.
Senay, A. (2010). The contribution of chemistry self-efficacy and goal
orientations to eleventh grade students’ chemistry achievement. Retrieved
from http://etd.lib.metu.edu.tr/upload/12612573/index.pdf
Sofyan, A., Feronika, T., & Milama, B. (2006). Evaluasi pembelajaran IPA
berbasis kompetensi. Jakarta: UIN Jakarta Press.
Sudjana, N. (2012). Penilaian hasil proses belajar mengajar. Bandung:
PT. Remaja Rosda Karya.
Sugiyono. (2009). Metode penelitian pendidikan kuantitatif, kualitatif, dan R&D.
Bandung: Alfabeta.
Sugiyono. (2009). Statistika untuk penelitian. Bandung: Alfabeta.
Tenaw, A. A. (2013). Relationship between self-efficacy, academic achievement
and gender in analytical chemistry at debre markos college of teacher
education. AJCE, 3(1), 3-28.
Tuan, H. L., Chin, C. C. & Shieh, S. H. (2005). The development of
a questionnaire to measure students’ motivation towards science learning.
Journal of Science Education, 27(6), 639-654.
Uzuntiryaki, E. & Aydin, Y. C. (2009). Development and validation of chemistry
self-efficacy scale for college students. Research Science Education, 39,
539-551.
Wahyudin, D. (1998). Pengembangan berpikir kritis di kalangan mahasiswa.
Literat, 5, 1-6.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
93
Wena, M. (2011). Strategi pembelajaran inovatif kontemporer. Jakarta: Bumi
Aksara.
Wilson, S., & Janes, D. P. (2008). Mathematical self-efficacy: How contructivist
philosophies
improve
self-efficacy.
[Online].
Tersedia:
http://www.scribd.com/doc/17461111/Mathematical-Self-Efficacy-HowConstructivist-Philosophies-Improve-SelfEfficacy. [15 Desember 2013]
Woolfolk, A. E. (1995). Educatoinal psychology. New York: Allyn & Bacon.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PENGARUH MODEL PEMBELAJARAN PEMECAHAN MASALAH
TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN EFIKASI DIRI
SISWA PADA KONSEP HIDROLISIS GARAM
Penelitian ini bertujuan untuk mencari pengaruh model pembelajaran
pemecahan masalah tipe Gallet terhadap keterampilan berpikir kritis dan efikasidiri siswa pada materi hidrolisis garam. Metode penelitian yang digunakan adalah
kuasi eksperimen dengan desain nonequivalent control group design. Subjek
penelitian 78 siswa kelas XI IPA SMAN 16 kota Bandung, terdiri dari 40 siswa
kelompok eksperimen dan 38 siswa kelompok kontrol. Instrumen yang digunakan
dalam penelitian ini terdiri dari tes keterampilan berpikir kritis, skala efikasi-diri,
skala sikap, pedoman wawancara dan lembar observasi. Analisis data
menggunakan Uji Mann-Whitney dan Uji Korelasi Spearman's rho. Hasil
penelitian menunjukkan bahwa pembelajaran pemecahan masalah dapat
meningkatkan keterampilan berpikir kritis, namun tidak untuk efikasi-diri siswa.
Rerata N-Gain keterampilan berpikir kritis pada kelompok eksperimen sebesar
0,83 (kategori tinggi) dan kelompok kontrol sebesar 0,42 (kategori sedang). Sub
indikator keterampilan berpikir kritis yang mengalami peningkatan tertinggi pada
pembelajaran pemecahan masalah yaitu merumuskan pertanyaan secara benar
dan memutuskan hal-hal yang akan dilakukan secara tentatif melalui identifikasi
informasi secara teknik dengan N-Gain sebesar 1 (kategori tinggi) dan
peningkatan terendah terjadi pada sub indikator menerapkan prinsip/konsep yang
dapat diterima dengan N-Gain sebesar 0,55 (kategori sedang). Rerata N-Gain
efikasi-diri siswa kelompok eksperimen sebesar 0,04 (kategori rendah) dan
kelompok kontrol sebesar 0,10 (kategori rendah). Terdapat perbedaan yang
signifikan antara keterampilan berpikir kritis siswa kelompok eksperimen dan
kelompok kontrol, namun tidak signifikan untuk efikasi-diri siswa. Terdapat
hubungan yang signifikan antara keterampilan berpikir kritis dan efikasi-diri siswa
pada kelompok eksperimen dan siswa memberikan tanggapan yang positif
terhadap pembelajaran pemecahan masalah pada konsep hidrolisis garam,
termasuk dalam kategori baik dengan persentase rata-rata skor sebesar 67,81%.
Kata-kata Kunci: Pembelajaran Pemecahan Masalah, Keterampilan Berpikir
Kritis, Efikasi-Diri, Konsep Hidrolisis Garam,
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
iii
ABSTRACT
THE EFFECT OF PROBLEM SOLVING TEACHING TO CRITICAL
THINKING SKILLS AND SELF-EFFICACY OF STUDENT IN
SALT HYDROLYSIS CONCEPT
The aim of this study was to investigate the effect of problem-solving
teaching to critical thinking skills and self-efficacy of student in salt hydrolysis
concept. The method used in this study was a quasi experimental design with
nonequivalent control group design. Participant in this study consisted 78 students
of grade XI of SMAN 16 Bandung which included 40 students in the
experimental group and 38 students in the control group. The data was collected
by critical thinking skill test, self-efficacy scales, questionnaires, interview guides,
and observation sheets. The data was analyzed using the Mann-Whitney test and
test Spearman's rho correlation. Findings of this study showed that problem
solving teaching can improve critical thinking skills, but not for students’ selfefficacy. The mean of N-Gain on critical thinking skills in the experimental group
was 0.83 (high category) and in the control group was 0.42 (medium category).
Sub-indicator of critical thinking skills indicated in this study has the highest
increasing to problem solving teaching which formulate questions correctly and
decide on matters that will be done through the identification of tentative
technical information with the N-Gain was 1 (high category) and the lowest
increasing occurred in the sub-indicators which apply the principles/concepts that
can be accepted by N-Gain was 0.55 (medium category). The mean of N-Gain of
self-efficacy in the experimental group was 0.04 (low category) and in control
group was 0.10 (low category). There are significant differences between
students’ critical thinking skills in the experimental group and the control group,
but not significant for students' self-efficacy. There was significant connection
between critical thinking skills and self-efficacy of students in the experimental
group and positively respond to problem-solving teaching in the salt hydrolysis
concept, that included in good categories with average percentage score in
questionnaire was 67.81%.
Keywords: Problem Solving Teaching, Critical Thinking Skills, Self-Efficacy,
Salt Hydrolysis Concept.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
88
DAFTAR PUSTAKA
Alkan, F & Erdem, E. (2012). The relationship between teacher self-efficacy and
competency perceptions of chemistry teacher candidates. Procedia Social
and Behavioral Sciences, 47, 1927-1932.
Arifin, M., Sudja, W. A., Ismail, A. K., HAM, M., & Wahyu, W. (2003). Strategi
belajar mengajar kimia. Bandung: FMIPA Universitas Pendidikan
Indonesia.
Ariyati, Eka. (2010). Pembelajaran berbasis praktikum untuk meningkatkan
kemampuan berpikir kritis mahasiswa. Jurnal Matematika dan IPA, 1(2),
1-12.
Baldwin, J. A., May, D. E., & Burns, D. J. (1999). The development of a college
biology self-efficacy instrument for nonmajors. Science Education, 83,
397-408.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996).
Multifaceted impact of self-efficacy beliefs on academic functioning.
Child Development, 67(3), 1206-1222.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Selfefficacy beliefs as shapers of children’s aspirations and career trajectories.
Child Development, 72(1), 187-206.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and
functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A., Blanchard, E. B., & Riter, B. (1969). Relative efficacy of
desensitization and modeling approaches for inducing behavioral,
affective, and attitudinal changes. Journal of Personality and Social
Psychology, 13(3), 173-199.
Bandura, A. (2006). Self-efficacy beliefs of adolescents: Guide for constructing
self-efficacy scales. Information Age Publishing, 307–337.
Bandura, A. (1998). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia
of human behavior, 4, 71-81. New York: Academic Press. (Reprinted in H.
Friedman (Ed.), Encyclopedia of mental health. San Diego: Academic
Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84(2), 191-215.
Buchori Muslim, 2015
88
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
89
Benight, C. C. & Bandura, A. (2004). Social cognitive theory of posttraumatic
recovery: the role of perceived self-efficacy. Behaviour Research and
Therapy, 42, 1129–1148.
Brandsford, J. D & Stein, B. S. (1993). The ideal problem solver. W.H. Freeman
and Company, 5(6), 19-51.
Brookhart, S. M. (2010). How to assess higher order thinking skills in your
classroom. Alexandria: ASCD.
Brown, J. D. (2002). The cronbach alpha reliability estimate. Shiken: JALT
Testing & Evaluation SIG Newsletter, 6(1), 17-18.
Costa, A. L. (1985). Developing minds: A resource book for teaching thinking.
Association for Supervision and Curriculum Development. Virginia:
Alexandria.
Dahar, R. W. (2006). Teori-teori belajar dan pembelajaran. Jakarta: Erlangga.
Dehghani, M., Sani, H. J., Pakmehr, H., & Malekzadeh, A. (2011). Relationship
between students' critical thinking and self-efficacy beliefs in Ferdowsi
University of Mashhad, Iran. Procedia Social and Behavioral Sciences,
15, 2952-2955.
Ekici, G., Fettahlioglu, P., & Cibik, A. S. (2012). Biology self efficacy beliefs of
the students studying in the department of biology and department of
biology teaching. International Online Journal of Educational Sciences,
4(1), 39-49.
Ennis, R. H. (1993). Critical thinking assesment. Theory Into Practice, 32(3), 1-8.
Ennis, R. H. (1985). Goals for a critical thinking curriculum; In Al Costa (ed).
Developing minds: A resource book for teaching thinking. Alexandria:
ASCD.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. California:
Pearson Education.
Firman, H. (2013). Evaluasi pembelajaran kimia. Bandung: Jurusan Pendidikan
Kimia FPMIPA UPI.
Fisher, A. (2009). Berpikir kritis sebuah pengantar. Jakarta: Erlangga.
Franken, E. R. (1994). Human motivation. New York: Wadsworth, Inc.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
90
Glazar, S. A. & Devetak, I. (2002). Secondary school student’s knowledge of
stoichiometry. Acta Chim. Slov 49, 43-53.
Gallet, C. (1998). Problem-solving teaching in the chemistry laboratory: Leaving
the cooks. Journal of Chemical Education, 75(1), 72-77.
Hairida & astuti M. W. (2012). Self-efficacy dan prestasi belajar siswa dalam
pembelajaran IPA-kimia. Jurnal Pendidikan Matematika dan IPA, 3(1),
26-34.
Hake, R. R. (tanpa tahun). Analyzing change/gain scores. Departement of Physics
Indiana University.
Kadayifcia, H., Atasoy, B., & Akkus, H. (2012). The correlation between the
flaws students define in an argument and their creative and critical
thinking abilities. Procedia Social and Behavioral Sciences, 47, 802 – 806.
Kezer, F., & Turker, B. (2012). Comparison of the critical thinking dispositions of
(studying in the secondary science and mathematics division) preservice
teachers. Procedia Social and Behavioral Sciences, 46, 1279 –1283.
Kirkley, J. (2003). Principles for teaching problem solving. Indiana University:
Plato Learning, Inc.
Kondakci , E. U., Aydin, Y. C., Kirbulut, Z. D., & Beeth, M. E. (2009). Predictors
of chemistry self-efficacy among. www.esera.org/media/.../ebookesera2011_uzuntiryaki-02.pdf. (diakses 23-06-2014).
Kondakci, E. U., & Aydin, Y. C. (2013). Predicting critical thinking skills of
university students through metacognitive self-regulation skills and
chemistry self-efficacy. Journal of Educational Science: Theory &
Practice, 13(1), 666-670.
Koray, Ö., & K ̈ ksal, M. S. (2009). The effect of creative and critical thinking
based laboratory applications on creative and logical thinking abilities of
prospective teachers. Asia Pacific Forum on Science Learning and
Teaching, 10, 1-13.
Kurbanoglu, N. I., & Akim, A. (2010). The relationships between university
students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs.
Australian Journal of Teacher Education, 35, 47-59.
Lawshe, C. H. (1975). A quantitative approach to content validity. Psychology,
28, 563-573.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
91
Liliasari. (2008). Berpikir kritis dalam pembelajaran sains kimia menuju
profesionalitas guru. Program Studi Pendidikan IPA Sekolah
Pascasarjana UPI.
Meltzer, D. E. (2002). The relationship between mathematics preparation and
conceptual learning grains in physics: A possible “hidden variable” in
diagnostice pretest scores. American Journal Physics, 70(12), 1259-1286.
Mettes, C. T. C. W., Pilot, A., Roossink, H. J., & Kramers, P. H. (1980). Teaching
and learning problem solving in science. Part I: A general strategy.
Journal of Chemical Education, 57(12), 882-884.
Moore, B. N., & Richard, P. (1986). Critical thinking: Evaluating claims and
arguments in everyday life. California State University: Mayfield
Publishing Company.
Pajares. (2002). Overview of social cognitive theory and of selfefficacy. Retreived
month day, year, from http://www.emory.edu/EDUCATION/mfp/eff.html
(02-12-2013)
Paul, R., & Elder, L. (2007). The miniatur guide to critical thinking concepts and
tools. California: Foundation for Critical Thinking Press.
Permendiknas RI No. 23. (2006). Standar kelulusan untuk satuan pendidikan
dasar dan menengah. Jakarta: Menteri pendidikan nasional.
Pervin, L. A. (1984). Personality: Theory and research. Fourth edition. Canada:
John Wiley & Sons, Inc.
Perry, M. (2005). Confidence boosters. Diterjemahkan oleh Aditiya Suharmoko.
Jakarta: Erlangga.
Qing, Z., Ni, S., & Hong, T. (2010). Developing critical thinking disposition by
task-based learning in chemistry experiment teaching. Procedia Social and
Behavioral Sciences, 2, 4561–4570.
Qing, Z., Ma, L., Huang, N., Liang, Q., Yue, H., & Peng, T. (2012). Integrating
webquest into chemistry classroom teaching to promote students’ critical
thinking. Scientific Research Creative Education, 3(3), 369-374.
Qing, Z., Jing, G., & Yan, W. (2010). Promoting preservice teachers’ critical
thinking skills by inquiry-based chemical experiment. Procedia Social and
Behavioral Sciences, 2, 4597–4603.
Rahman, T. Penilaian pembelajaran SMP/SMA. Universitas Pendidikan
Indonesia.http://file.upi.edu/Direktori/SPS/Prodi.Pendidikan%20IPA/1962
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
92
01151987 31 %20-%20Taufik%20Rahman/Penilaian.pdf (diakses 11
desember 2010)
Redhana, I. W., & Liliasari. (2008). Program pembelajaran keterampilan berpikir
kritis pada topik laju reaksi untuk siswa SMA. Forum Pendidikan, 27(2),
103-112.
Rudinov, J., & Barry, V. E. (2004). Invitation critical thinking. New York: Holly
J. Allen.
Santrock, J. W. (1999). Life-span development (Seventh Edition). New York:
McGraw-Hill, Inc.
Sanjaya, W. (2011). Strategi pembelajaran berorientasi standar proses
pendidikan. Jakarta: Kencana Prenada Media.
Senay, A. (2010). The contribution of chemistry self-efficacy and goal
orientations to eleventh grade students’ chemistry achievement. Retrieved
from http://etd.lib.metu.edu.tr/upload/12612573/index.pdf
Sofyan, A., Feronika, T., & Milama, B. (2006). Evaluasi pembelajaran IPA
berbasis kompetensi. Jakarta: UIN Jakarta Press.
Sudjana, N. (2012). Penilaian hasil proses belajar mengajar. Bandung:
PT. Remaja Rosda Karya.
Sugiyono. (2009). Metode penelitian pendidikan kuantitatif, kualitatif, dan R&D.
Bandung: Alfabeta.
Sugiyono. (2009). Statistika untuk penelitian. Bandung: Alfabeta.
Tenaw, A. A. (2013). Relationship between self-efficacy, academic achievement
and gender in analytical chemistry at debre markos college of teacher
education. AJCE, 3(1), 3-28.
Tuan, H. L., Chin, C. C. & Shieh, S. H. (2005). The development of
a questionnaire to measure students’ motivation towards science learning.
Journal of Science Education, 27(6), 639-654.
Uzuntiryaki, E. & Aydin, Y. C. (2009). Development and validation of chemistry
self-efficacy scale for college students. Research Science Education, 39,
539-551.
Wahyudin, D. (1998). Pengembangan berpikir kritis di kalangan mahasiswa.
Literat, 5, 1-6.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
93
Wena, M. (2011). Strategi pembelajaran inovatif kontemporer. Jakarta: Bumi
Aksara.
Wilson, S., & Janes, D. P. (2008). Mathematical self-efficacy: How contructivist
philosophies
improve
self-efficacy.
[Online].
Tersedia:
http://www.scribd.com/doc/17461111/Mathematical-Self-Efficacy-HowConstructivist-Philosophies-Improve-SelfEfficacy. [15 Desember 2013]
Woolfolk, A. E. (1995). Educatoinal psychology. New York: Allyn & Bacon.
Buchori Muslim, 2015
Pengaruh Model Pembelajaran Pemecahan Masalah Terhadap Keterampilan Berpikir Kritisdan Efikasidiri
Siswa Pada Konsep Hidrolisis Garam
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu