Tri Choirul Nur Amaliaa, Ria Arista, Silvia Yusiana Andarini, Febriana Tri Nursuliana, Violin Candra Prastyaningrum, Sudarti Sudarti, Subiki Subiki

ANALISIS HUBUNGAN KEMAMPUAN BERPIKIR KRITIS DENGAN HASIL BELAJAR MAHASISWA PENDIDIKAN FISIKA PADA MATERI BANDUL MATEMATIS

Introduction

Analisis hubungan kemampuan berpikir kritis dengan hasil belajar mahasiswa pendidikan fisika pada materi bandul matematis. Ketahui hubungan kemampuan berpikir kritis & hasil belajar mahasiswa pendidikan fisika pada materi bandul matematis. Studi ini menemukan korelasi positif sedang: berpikir kritis tinggi, hasil belajar pun tinggi.

Abstract

Abstract: Analysis of the Relationship between Critical Thinking Ability and Learning Outcomes of Physics Education Students on Mathematical Pendulum Material. This study aims to determine the relationship between critical thinking skills and learning outcomes of physics education students on mathematical pendulum material. In this mathematical pendulum material, critical thinking skills are needed by each student because they need to understand the concept of simple harmonic vibrations and the various components in it. This research method is conducted quantitatively correlative, which describes and investigates the relationship between variables. The correlation coefficient number in the results above shows 0.521 or a positive value, so the relationship between variables is unidirectional. This can be interpreted that the higher the critical thinking skills of students, the higher the student learning outcomes. Based on the correlation coefficient number on the research results, the level of relationship between critical thinking skills and physics learning outcomes on mathematical pendulum material is a moderate correlation. The results and discussion of the research indicate that the critical thinking skills of students have a good tendency. keywords: Mathematical Pendulum, Critical Thinking, Correlation Abstrak: Analisis Hubungan Kemampuan Berpikir Kritis Dengan Hasil Belajar Mahasiswa Pendidikan Fisika Pada Materi Bandul Matematis. Penelitian ini bertujuan mengetahui hubungan kemampuan berpikir kritis dengan hasil belajar mahasiswa pendidikan fisika pada materi bandul matematis. Pada materi bandul matematis ini diperlukan keterampilan berpikir kritis setiap mahasiswa karena perlu memahami konsep dari getaran harmonik sederhana dan berbagai komponen di dalamnya. Metode penelitian ini dilakukan secara kuantitatif korelatif, yang dimana menggambarkan dan menyelidiki hubungan antar variabel. Pada hasil di atas angka koefisien korelasi menunjukkan  0,521 dapat diartikan bernilai positif, maka dari itu hubungan antar variabel mempunyai sifat searah. Hal tersebut diartikan bahwa semakin tinggi kemampuan berpikir kritis mahasiswa maka akan semakin tinggi juga hasil belajar mahasiswa. Menurut angka koefisien korelasi pada hasil penelitian, maka tingkat hubungan antara kemampuan berpikir kritis dengan hasil belajar fisika pada materi bandul matematis adalah korelasi sedang. Hasil dan diskusi penelitian mengidentifikasi bahwa kemampuan berpikir kritis mahasiswa memiliki kencenderungan baik.  

Review

This paper, "ANALISIS HUBUNGAN KEMAMPUAN BERPIKIR KRITIS DENGAN HASIL BELAJAR MAHASISWA PENDIDIKAN FISIKA PADA MATERI BANDUL MATEMATIS," addresses a highly relevant and important area in educational research: the relationship between critical thinking skills and academic performance. The study's focus on physics education students and the specific context of mathematical pendulum material is appropriate, given the conceptual demands of this subject matter. The abstract clearly articulates the research objective—to determine this relationship—and employs a quantitative correlative methodology, which is suitable for exploring connections between variables. A significant strength of this study lies in its clear identification of a positive and moderate correlation (r = 0.521) between critical thinking skills and learning outcomes. This finding provides empirical support for the intuitive understanding that students with better critical thinking abilities tend to achieve higher academic results. The abstract's interpretation that "the higher the critical thinking skills of students, the higher the student learning outcomes" is a direct and actionable insight for educators. Furthermore, the note that students' critical thinking skills showed a "good tendency" suggests a promising foundation upon which pedagogical interventions could be built. While the abstract presents a compelling finding, it lacks some crucial details that would be essential for a thorough evaluation of the full research. Specifically, the abstract does not describe the instruments or methods used to measure either critical thinking skills or physics learning outcomes, which are fundamental for assessing the study's validity and reliability. Information on the sample size, specific academic level of the "physics education students," and the institutional context would also greatly enhance the interpretability and generalizability of the findings. For future work, it would be beneficial to delve into the causal mechanisms and explore specific pedagogical interventions that could effectively foster critical thinking within the physics curriculum, moving beyond just establishing a correlation.

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