PENGARUH MODEL PROJECT BASED LEARNING BERBASIS POTENSI MAKROALGA DAERAH PESISIR TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM DI SMA NEGERI 1 TANJUNGSARI GUNUNGKIDUL DIY.
PENGARUH MODEL PROJECT BASED LEARNING
BERBASIS POTENSI MAKROALGA DAERAH PESISIR
TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA
PADA MATERI EKOSISTEM DI SMA NEGERI 1 TANJUNGSARI
GUNUNGKIDUL DIY
Oleh :
MILYARDA SHADAIKA
K4310056
Skripsi
Ditulis dan diajukan untuk memenuhi syarat guna mendapatkan gelar Sarjana
Pendidikan Program Pendidikan Biologi Jurusan Pendidikan Matematika dan
Ilmu Pengetahuan Alam
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS SEBELAS MARET
SURAKARTA
2014
i
PERSETUJUAN
Skripsi ini telah disetujui untuk dipertahankan di hadapan Tim Penguji Skripsi
Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta.
ii
Prof. Dr. H. Muhammad Furqon Hidayatullah, M.Pd.
NIP. 196007271987021001
iii
iv
MOTTO
Study now, love later.
v
DEDICATION
This thesis is dedicated to all lecturers who have initiated projects intended to
improve biological education in Indonesia. I hope the implications of this thesis
provide ideas for all schools in Indonesia. During the research, I know that all
students have potential to become good thinkers if teachers can enhance and
stimulate development of higher level thinking of students. I hope that through
this thesis, effort to rethink and reform instructional method which focus on
higher order thinking skills to face 21st century.
vi
ABSTRAK
Milyarda Shadaika. PENGARUH MODEL PROJECT BASED LEARNING
BERBASIS POTENSI MAKROALGA DAERAH PESISIR TERHADAP
KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM DI
SMA NEGERI 1 TANJUNGSARI GUNUNG KIDUL D. I. YOGYAKARTA.
Skripsi, Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Sebelas Maret, Surakarta, Desember 2014.
Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based
Learning (PjBL) berbasis potensi makroalga daerah pesisir terhadap kemampuan
berpikir kritis siswa pada konsep ekosistem. Penelitian dilaksanakan di SMAN 1
Tanjungsari Tahun Akademik 2013/2014. Populasi dalam penelitian ini adalah
seluruh siswa kelas X MIA. Teknik pengambilan sampel dengan cluster random
sampling, yaitu kelas eksperimen (penerapan PjBL berbasis potensi makroalga) dan
kelas kontrol. Penelitian menggunakan metode eksperimen semu dengan rancangan
posttest-only control group design. Pengumpulan data dilakukan selama satu bulan
atau empat kali pertemuan dengan waktu 2 jam (45 menit setiap pertemuan). Teknik
pengumpulan data menggunakan tes uraian yang merujuk pada level kognitif
berdasarkan revisi Taksonomi Bloom skala C4-C6, yakni menganalisis,
mengevaluasi, dan mencipta. Seluruh data dianalis menggunakan Uji t pada taraf
signifikasi 5%. Observasi dilakukan selama proses pembelajaran untuk mendapatkan
informasi pada proses berpikir kritis siswa. Hasil penelitian disimpulkan bahwa
penerapan model PjBL berbasis potensi makroalga daerah pesisir berpengaruh secara
signifikan terhadap kemampuan berpikir kritis siswa.
Kata kunci: project based learning, potensi lokal, kemampuan berpikir kritis
vii
ABSTRACT
Milyarda Shadaika. THE EFFECT OF PROJECT BASED LEARNING
MODEL BASED ON MACROALGAE SEASHORE POTENCY ON STUDENTS’
CRITICAL THINKING SKILLS IN ECOSYSTEM CONCEPT AT SMAN 1
TANJUNGSARI GUNUNGKIDUL D. I. YOGYAKARTA. Thesis, Biology Teacher
Education Program Departement of Mathematics and Sciences Education Faculty of
Teacher Training and Educational Sciences, University of Sebelas Maret, Surakarta,
Desember 2014
This research aims to know the effect of Project Based Learning (PjBL) based
on macroalgae potency of seashore toward students critical thinking skills. This
research was held at SMAN 1 Tanjungsari in academic year 2013/2014. All
student of grade X MIA had been chosen as a research population. Randomly, two
classes were selected representing the experimental class (implementation PjBL
based on macroalgae potency of seashore) and the control class. A quasiexperimental method was designed to achieve the research objectives. Data were
collected during one month or four meetings consist two hours (45 min each).
Critical thinking was measured through essay test which were formulated based
on cognitive scale of Bloom taxonomy (C4–C6). All the data were analyzed using
t-test method with α=5%. Observation of learning process was also done to get
information on critical thinking process. The result showed that implementation of
PjBL based on localities influenced significantly on students’ critical thinking
skills.
Keywords: project based learning, localities, critical thinking.
viii
FOREWORD
I thank God for given me the opportunity to finally accomplish my thesis.
This thesis would not have been possible without the guidance and the help of
several persons who contributed in and extended their valuable assistance in the
preparation and completion of this study. Their excitement and willingness to
provide feedback made the completion of this research is an enjoyable experience.
And I would like to thank greatfully the following people:
1. First advisor, Murni Ramli, S.P, M.Si., Ed.D, who helped me brainstrom ideas
during research, and also suggested me ideas and comments to improve my
work.
2. Second advisor, Nurmiyati, S.Pd., M.Si., for give me a chance to get involved
in macroalgae research in Gunungkidul, D. I. Yogyakarta
3. Macroalgae researchers project team, Dr. Widoretno, M.Si., Nurmiyati, S.Pd.,
M.Si., Meti Indrowati, S.Si., M.Si., and Marsusi, M.Si., Ph.D., for allowing me
to use the macroalgae research in this thesis.
4. All lecturers of the Departement of Biology Teacher Education, for the
knowledges and insights their has shared.
5. All biology teachers of SMA Negeri 1 Tanjungsari for always willing to lend
helping hands.
6. The students of SMA Negeri 1 Tanjungsari, who took part in making this thesis
real.
7. My great parents, for constantly supporting me and also for their patience in
waiting for me to finish the bachelor study.
8. The colleagues, for being ‘on call’ to answer my many questions and for
keeping me on task.
9. And last but not least, a big thank you to all others who gave input about this
thesis.
Milyarda Shadaika
ix
DAFTAR ISI
HALAMAN JUDUL ........................................................................................i
HALAMAN PERNYATAAN ......................................................................... ii
HALAMAN PERSETUJUAN PEMBIMBING ...............................................iii
HALAMAN PENGESAHAN PENGUJI .........................................................iv
HALAMAN MOTTO .......................................................................................v
HALAMAN PERSEMBAHAN ...................................................................... vi
ABSTRAK ....................................................................................................... vii
KATA PENGANTAR .................................................................................... ix
DAFTAR ISI ....................................................................................................x
DAFTAR TABEL ........................................................................................... xii
DAFTAR GAMBAR ........................................................................................xiii
DAFTAR LAMPIRAN .................................................................................. xiv
BAB I. PENDAHULUAN ........................................................................... 1
A. Latar Belakang Masalah .................................................................. 1
B. Rumusan Masalah ......................................................................... 6
C. Tujuan Penelitian ............................................................................ 7
C. Manfaat Penelitian ......................................................................... 7
BAB II. KAJIAN PUSTAKA ...................................................................... 8
A. Kajian Teori ................................................................................... 8
1. Hakikat Pembelajaran Biologi .....................................................8
2. Pendekatan Pembelajaran Konstruktivisme ................................ 9
3. Kemampuan Berpikir Kritis ........................................................ 10
4. Model Project Based Learning ....................................................13
5. Pembelajaran Berbasis Potensi Lokal ..........................................16
B. Penelitian yang Relevan ................................................................. 18
1. Project Based Learning ............................................................. 18
2. Kemampuan Berpikir Kritis ...................................................... 19
C. Kerangka Berpikir ............................................................................21
D. Hipotesis ......................................................................................... 22
BAB III. METODOLOGI PENELITIAN ................................................... 24
A. Tempat dan Waktu Penelitian ......................................................... 24
B. Rancangan Penelitian ...................................................................... 25
C. Populasi dan Sampel ....................................................................... 26
D. Teknik Pengambilan Sampel ......................................................... 27
E. Teknik Pengumpulan Data .............................................................P28
F. Validitas Instrumen Penelitian ........................................................ 32
G. Analisis Data ................................................................................... 35
H. Prosedur Penelitian ..................................................................... 38
x
BAB IV. HASIL DAN PEMBAHASAN .................................................... 39
A. Deskripsi Data ................................................................................. 39
1. Deskripsi Hasil Kemampuan Berpikir Kritis ...............................39
2. Deskripsi Tingkatan Kemampuan Berpikir Kritis .......................41
B. Data Pendukung .............................................................................. 42
1. Deskripsi Nilai Hasil Belajar Siswa Ranah Keterampilan ...... 42
2. Deskripsi Nilai Hasil Belajar Siswa Ranah Sikap ……........ 43
C. Pengujian Hipotesis ....................................................................... 45
D. Pembahasan Analisis Data ............................................................. 47
1. Pelaksanaan Model PjBL berbasis Potensi Makroalga Daerah 48
Pesisir terhadap Kemampuan Berpikir Kritis ...........................
48
2. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah
Pesisir terhadap Kemampuan Berpikir Kritis ............................
53
3. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah
Pesisir terhadap Tingkatan Kemampuan Berpikir Kritis ...........
55
4. Pengaruh Model PjBL Potensi Makroalga Daerah Pesisir
terhadap Sikap dan Keterampilan ...............................................
56
BAB V. SIMPULAN, IMPLIKASI DAN SARAN .................................... 57
A. Simpulan ..........................................................................................57
B. Implikasi ...........................................................................................57
C. Saran ............................................................................................... 58
DAFTAR PUSTAKA .......................................................................................59
LAMPIRAN .....................................................................................................65
xi
DAFTAR TABEL
Tabel 1.1
Tabel 2.1
Tabel 3.1
Tabel 3.2
Tabel 3.3
Tabel 3.4
Tabel 3.5
Tabel 3.6
Tabel 3.7
Tabel 3.8
Tabel 4.1
Tabel 4.2
Tabel 4.3
Tabel 4.4
Tabel 4.5
Tabel 4.6
Tabel 4.7
Tabel 4.8
Tabel 4.9
Daftar Potensi Lokal/Lokasi Dekat Sekolah yang Dimanfaatkan .... 5
Aspek Kemampuan Berpikir Kritis .................................................... 12
Waktu Pelaksanaan Kegiatan Penelitian ............................................ 24
Rancangan Penelitian Post-test Only Control Group ......................... 25
Hasil Uji Normalitas .......................................................................... 27
Hasil Uji Homogenitas ...................................................................... 28
Contoh Tes Uraian C4-C6 ................................................................. 29
Hasil Uji Validitas Soal Kemampuan Berpikir Kritis ....................... 34
Skala Penilaian Realibilitas Butir Soal ................................................35
Hasil Uji Realibilitas Soal Uji Coba Kemampuan Berpikir Kritis ..... 35
Deskripsi Data Kemampuan Berpikir Kritis Siswa ........................... 40
Deskripsi Data Hasil Belajar Siswa Ranah Keterampilan ................. 44
Hasil Analisis Pengaruh Model Project Based Learning Berbasis
Potensi Makroalga Daerah Pesisir Terhadap Keterampilan Siswa ..... 45
Deskripsi Data Hasil Belajar Siswa Ranah Sikap ............................. 45
Hasil Analisis Pengaruh Model Project Based Learning Berbasis
Potensi Makroalga Daerah Pesisir Terhadap Sikap Siswa ................ 46
Hasil Uji Normalitas Data Kemampuan Berpikir Kritis Siswa ......... 47
Hasil Uji Homogenitas Data Kemampuan Berpikir Kritis Siswa ....... 47
Hasil Analisis Pengaruh Model Project Based Learning Berbasis
Potensi Makroalga Daerah Pesisir Terhadap Kemampuan Berpikir
Kritis Siswa ....................................................................................... 48
Perbandingan Model Project Based Learning Berbasis Potensi
Makroalga Daerah Pesisir dengan Variasi Model Konvensional ....... 54
xii
DAFTAR GAMBAR
Gambar 2.1
Gambar 3.1
Gambar 3.2
Gambar 4.1
Gambar 4.2
Gambar 4.4
Gambar 4.5
Kerangka Berpikir .......................................................................... 22
Paradigma Penelitian .......................................................................26
Prosedur Penelitian ....................................................................... 38
Distribusi Kemampuan Berpikir Kritis Siswa ............................... 41
Presentase Tingkatan Kemampuan Berpikir Kritis Siswa ............ 42
Hasil Belajar Siswa Ranah Keterampilan ..................................... 44
Hasil Belajar Siswa Ranah Sikap ................................................. 46
xiii
DAFTAR LAMPIRAN
Lampiran 1
Lampiran 2
Lampiran 3
Lampiran 4
Lampiran 5
Lampiran 6
Lampiran 7
Lampiran 8
Lampiran 9
Lampiran 10
Instrumen Penelitian ...................................................................
a. RPP Model PjBL Berbasis Potensi Makroalga Daerah
Pesisir ..............................................................................
b. RPP Model Konvensional .................................................
65
65
110
Data Kemampuan Awal Siswa .................................................. 122
Uji Validitas dan Realibilitas Tryout ......................................... 127
Uji Hipotesis .............................................................................. 128
Hasil Tingkatan Kemampuan Berpikir Kritis Siswa .................... 131
Hasil Belajar Ranah Sikap .......................................................... 133
Hasil Belajar Ranah Keterampilan .............................................
136
Hasil Wawancara .......................................................................
139
Dokumentasi .............................................................................
142
Surat-surat .................................................................................
144
xiv
BERBASIS POTENSI MAKROALGA DAERAH PESISIR
TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA
PADA MATERI EKOSISTEM DI SMA NEGERI 1 TANJUNGSARI
GUNUNGKIDUL DIY
Oleh :
MILYARDA SHADAIKA
K4310056
Skripsi
Ditulis dan diajukan untuk memenuhi syarat guna mendapatkan gelar Sarjana
Pendidikan Program Pendidikan Biologi Jurusan Pendidikan Matematika dan
Ilmu Pengetahuan Alam
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS SEBELAS MARET
SURAKARTA
2014
i
PERSETUJUAN
Skripsi ini telah disetujui untuk dipertahankan di hadapan Tim Penguji Skripsi
Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta.
ii
Prof. Dr. H. Muhammad Furqon Hidayatullah, M.Pd.
NIP. 196007271987021001
iii
iv
MOTTO
Study now, love later.
v
DEDICATION
This thesis is dedicated to all lecturers who have initiated projects intended to
improve biological education in Indonesia. I hope the implications of this thesis
provide ideas for all schools in Indonesia. During the research, I know that all
students have potential to become good thinkers if teachers can enhance and
stimulate development of higher level thinking of students. I hope that through
this thesis, effort to rethink and reform instructional method which focus on
higher order thinking skills to face 21st century.
vi
ABSTRAK
Milyarda Shadaika. PENGARUH MODEL PROJECT BASED LEARNING
BERBASIS POTENSI MAKROALGA DAERAH PESISIR TERHADAP
KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM DI
SMA NEGERI 1 TANJUNGSARI GUNUNG KIDUL D. I. YOGYAKARTA.
Skripsi, Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Sebelas Maret, Surakarta, Desember 2014.
Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based
Learning (PjBL) berbasis potensi makroalga daerah pesisir terhadap kemampuan
berpikir kritis siswa pada konsep ekosistem. Penelitian dilaksanakan di SMAN 1
Tanjungsari Tahun Akademik 2013/2014. Populasi dalam penelitian ini adalah
seluruh siswa kelas X MIA. Teknik pengambilan sampel dengan cluster random
sampling, yaitu kelas eksperimen (penerapan PjBL berbasis potensi makroalga) dan
kelas kontrol. Penelitian menggunakan metode eksperimen semu dengan rancangan
posttest-only control group design. Pengumpulan data dilakukan selama satu bulan
atau empat kali pertemuan dengan waktu 2 jam (45 menit setiap pertemuan). Teknik
pengumpulan data menggunakan tes uraian yang merujuk pada level kognitif
berdasarkan revisi Taksonomi Bloom skala C4-C6, yakni menganalisis,
mengevaluasi, dan mencipta. Seluruh data dianalis menggunakan Uji t pada taraf
signifikasi 5%. Observasi dilakukan selama proses pembelajaran untuk mendapatkan
informasi pada proses berpikir kritis siswa. Hasil penelitian disimpulkan bahwa
penerapan model PjBL berbasis potensi makroalga daerah pesisir berpengaruh secara
signifikan terhadap kemampuan berpikir kritis siswa.
Kata kunci: project based learning, potensi lokal, kemampuan berpikir kritis
vii
ABSTRACT
Milyarda Shadaika. THE EFFECT OF PROJECT BASED LEARNING
MODEL BASED ON MACROALGAE SEASHORE POTENCY ON STUDENTS’
CRITICAL THINKING SKILLS IN ECOSYSTEM CONCEPT AT SMAN 1
TANJUNGSARI GUNUNGKIDUL D. I. YOGYAKARTA. Thesis, Biology Teacher
Education Program Departement of Mathematics and Sciences Education Faculty of
Teacher Training and Educational Sciences, University of Sebelas Maret, Surakarta,
Desember 2014
This research aims to know the effect of Project Based Learning (PjBL) based
on macroalgae potency of seashore toward students critical thinking skills. This
research was held at SMAN 1 Tanjungsari in academic year 2013/2014. All
student of grade X MIA had been chosen as a research population. Randomly, two
classes were selected representing the experimental class (implementation PjBL
based on macroalgae potency of seashore) and the control class. A quasiexperimental method was designed to achieve the research objectives. Data were
collected during one month or four meetings consist two hours (45 min each).
Critical thinking was measured through essay test which were formulated based
on cognitive scale of Bloom taxonomy (C4–C6). All the data were analyzed using
t-test method with α=5%. Observation of learning process was also done to get
information on critical thinking process. The result showed that implementation of
PjBL based on localities influenced significantly on students’ critical thinking
skills.
Keywords: project based learning, localities, critical thinking.
viii
FOREWORD
I thank God for given me the opportunity to finally accomplish my thesis.
This thesis would not have been possible without the guidance and the help of
several persons who contributed in and extended their valuable assistance in the
preparation and completion of this study. Their excitement and willingness to
provide feedback made the completion of this research is an enjoyable experience.
And I would like to thank greatfully the following people:
1. First advisor, Murni Ramli, S.P, M.Si., Ed.D, who helped me brainstrom ideas
during research, and also suggested me ideas and comments to improve my
work.
2. Second advisor, Nurmiyati, S.Pd., M.Si., for give me a chance to get involved
in macroalgae research in Gunungkidul, D. I. Yogyakarta
3. Macroalgae researchers project team, Dr. Widoretno, M.Si., Nurmiyati, S.Pd.,
M.Si., Meti Indrowati, S.Si., M.Si., and Marsusi, M.Si., Ph.D., for allowing me
to use the macroalgae research in this thesis.
4. All lecturers of the Departement of Biology Teacher Education, for the
knowledges and insights their has shared.
5. All biology teachers of SMA Negeri 1 Tanjungsari for always willing to lend
helping hands.
6. The students of SMA Negeri 1 Tanjungsari, who took part in making this thesis
real.
7. My great parents, for constantly supporting me and also for their patience in
waiting for me to finish the bachelor study.
8. The colleagues, for being ‘on call’ to answer my many questions and for
keeping me on task.
9. And last but not least, a big thank you to all others who gave input about this
thesis.
Milyarda Shadaika
ix
DAFTAR ISI
HALAMAN JUDUL ........................................................................................i
HALAMAN PERNYATAAN ......................................................................... ii
HALAMAN PERSETUJUAN PEMBIMBING ...............................................iii
HALAMAN PENGESAHAN PENGUJI .........................................................iv
HALAMAN MOTTO .......................................................................................v
HALAMAN PERSEMBAHAN ...................................................................... vi
ABSTRAK ....................................................................................................... vii
KATA PENGANTAR .................................................................................... ix
DAFTAR ISI ....................................................................................................x
DAFTAR TABEL ........................................................................................... xii
DAFTAR GAMBAR ........................................................................................xiii
DAFTAR LAMPIRAN .................................................................................. xiv
BAB I. PENDAHULUAN ........................................................................... 1
A. Latar Belakang Masalah .................................................................. 1
B. Rumusan Masalah ......................................................................... 6
C. Tujuan Penelitian ............................................................................ 7
C. Manfaat Penelitian ......................................................................... 7
BAB II. KAJIAN PUSTAKA ...................................................................... 8
A. Kajian Teori ................................................................................... 8
1. Hakikat Pembelajaran Biologi .....................................................8
2. Pendekatan Pembelajaran Konstruktivisme ................................ 9
3. Kemampuan Berpikir Kritis ........................................................ 10
4. Model Project Based Learning ....................................................13
5. Pembelajaran Berbasis Potensi Lokal ..........................................16
B. Penelitian yang Relevan ................................................................. 18
1. Project Based Learning ............................................................. 18
2. Kemampuan Berpikir Kritis ...................................................... 19
C. Kerangka Berpikir ............................................................................21
D. Hipotesis ......................................................................................... 22
BAB III. METODOLOGI PENELITIAN ................................................... 24
A. Tempat dan Waktu Penelitian ......................................................... 24
B. Rancangan Penelitian ...................................................................... 25
C. Populasi dan Sampel ....................................................................... 26
D. Teknik Pengambilan Sampel ......................................................... 27
E. Teknik Pengumpulan Data .............................................................P28
F. Validitas Instrumen Penelitian ........................................................ 32
G. Analisis Data ................................................................................... 35
H. Prosedur Penelitian ..................................................................... 38
x
BAB IV. HASIL DAN PEMBAHASAN .................................................... 39
A. Deskripsi Data ................................................................................. 39
1. Deskripsi Hasil Kemampuan Berpikir Kritis ...............................39
2. Deskripsi Tingkatan Kemampuan Berpikir Kritis .......................41
B. Data Pendukung .............................................................................. 42
1. Deskripsi Nilai Hasil Belajar Siswa Ranah Keterampilan ...... 42
2. Deskripsi Nilai Hasil Belajar Siswa Ranah Sikap ……........ 43
C. Pengujian Hipotesis ....................................................................... 45
D. Pembahasan Analisis Data ............................................................. 47
1. Pelaksanaan Model PjBL berbasis Potensi Makroalga Daerah 48
Pesisir terhadap Kemampuan Berpikir Kritis ...........................
48
2. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah
Pesisir terhadap Kemampuan Berpikir Kritis ............................
53
3. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah
Pesisir terhadap Tingkatan Kemampuan Berpikir Kritis ...........
55
4. Pengaruh Model PjBL Potensi Makroalga Daerah Pesisir
terhadap Sikap dan Keterampilan ...............................................
56
BAB V. SIMPULAN, IMPLIKASI DAN SARAN .................................... 57
A. Simpulan ..........................................................................................57
B. Implikasi ...........................................................................................57
C. Saran ............................................................................................... 58
DAFTAR PUSTAKA .......................................................................................59
LAMPIRAN .....................................................................................................65
xi
DAFTAR TABEL
Tabel 1.1
Tabel 2.1
Tabel 3.1
Tabel 3.2
Tabel 3.3
Tabel 3.4
Tabel 3.5
Tabel 3.6
Tabel 3.7
Tabel 3.8
Tabel 4.1
Tabel 4.2
Tabel 4.3
Tabel 4.4
Tabel 4.5
Tabel 4.6
Tabel 4.7
Tabel 4.8
Tabel 4.9
Daftar Potensi Lokal/Lokasi Dekat Sekolah yang Dimanfaatkan .... 5
Aspek Kemampuan Berpikir Kritis .................................................... 12
Waktu Pelaksanaan Kegiatan Penelitian ............................................ 24
Rancangan Penelitian Post-test Only Control Group ......................... 25
Hasil Uji Normalitas .......................................................................... 27
Hasil Uji Homogenitas ...................................................................... 28
Contoh Tes Uraian C4-C6 ................................................................. 29
Hasil Uji Validitas Soal Kemampuan Berpikir Kritis ....................... 34
Skala Penilaian Realibilitas Butir Soal ................................................35
Hasil Uji Realibilitas Soal Uji Coba Kemampuan Berpikir Kritis ..... 35
Deskripsi Data Kemampuan Berpikir Kritis Siswa ........................... 40
Deskripsi Data Hasil Belajar Siswa Ranah Keterampilan ................. 44
Hasil Analisis Pengaruh Model Project Based Learning Berbasis
Potensi Makroalga Daerah Pesisir Terhadap Keterampilan Siswa ..... 45
Deskripsi Data Hasil Belajar Siswa Ranah Sikap ............................. 45
Hasil Analisis Pengaruh Model Project Based Learning Berbasis
Potensi Makroalga Daerah Pesisir Terhadap Sikap Siswa ................ 46
Hasil Uji Normalitas Data Kemampuan Berpikir Kritis Siswa ......... 47
Hasil Uji Homogenitas Data Kemampuan Berpikir Kritis Siswa ....... 47
Hasil Analisis Pengaruh Model Project Based Learning Berbasis
Potensi Makroalga Daerah Pesisir Terhadap Kemampuan Berpikir
Kritis Siswa ....................................................................................... 48
Perbandingan Model Project Based Learning Berbasis Potensi
Makroalga Daerah Pesisir dengan Variasi Model Konvensional ....... 54
xii
DAFTAR GAMBAR
Gambar 2.1
Gambar 3.1
Gambar 3.2
Gambar 4.1
Gambar 4.2
Gambar 4.4
Gambar 4.5
Kerangka Berpikir .......................................................................... 22
Paradigma Penelitian .......................................................................26
Prosedur Penelitian ....................................................................... 38
Distribusi Kemampuan Berpikir Kritis Siswa ............................... 41
Presentase Tingkatan Kemampuan Berpikir Kritis Siswa ............ 42
Hasil Belajar Siswa Ranah Keterampilan ..................................... 44
Hasil Belajar Siswa Ranah Sikap ................................................. 46
xiii
DAFTAR LAMPIRAN
Lampiran 1
Lampiran 2
Lampiran 3
Lampiran 4
Lampiran 5
Lampiran 6
Lampiran 7
Lampiran 8
Lampiran 9
Lampiran 10
Instrumen Penelitian ...................................................................
a. RPP Model PjBL Berbasis Potensi Makroalga Daerah
Pesisir ..............................................................................
b. RPP Model Konvensional .................................................
65
65
110
Data Kemampuan Awal Siswa .................................................. 122
Uji Validitas dan Realibilitas Tryout ......................................... 127
Uji Hipotesis .............................................................................. 128
Hasil Tingkatan Kemampuan Berpikir Kritis Siswa .................... 131
Hasil Belajar Ranah Sikap .......................................................... 133
Hasil Belajar Ranah Keterampilan .............................................
136
Hasil Wawancara .......................................................................
139
Dokumentasi .............................................................................
142
Surat-surat .................................................................................
144
xiv