Erika Immanuela Silas, Ismail Ismail, Irma Suryani

HUBUNGAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR SISWA KELAS XI SMAN 3 PALOPO

Introduction

Hubungan berpikir kritis terhadap hasil belajar siswa kelas xi sman 3 palopo. Penelitian deskriptif kuantitatif ini mengkaji hubungan berpikir kritis dengan hasil belajar Biologi (sistem pencernaan) siswa kelas XI SMAN 3 Palopo. Ditemukan korelasi positif dan kuat.

Abstract

Perkembangan teknologi informasi dan komunikasi menuntut peserta didik dalam meningkatkan keterampilan berpikir kritis agar mampu menyaring informasi yang benar sehingga diperoleh kebenaran dan pemahaman yang tepat terhadap setiap pengetahuan disekitarnya yang diharapkan juga dapat membantu terjadinya peningkatan hasil belajar dari peserta didik. Penelitian yang digunakan merupakan penelitian deskriptif kuantitatif yang memiliki tujuan dalam mengetahui hubungan dari keterampilan berpikir kritis dengan hasil belajar peserta didik pada pembelajaran biologi materi sistem pencernaan kelas XI. Subjek penelitian yang digunakan yaitu seluruh siswa kelas XI IPA SMA Negeri 3 Palopo. Penentuan subjek menggunakan rumus slovin dengan jumlah sampel yang digunakan yaitu 147 peserta didik. Teknik pengambilan sampel yang digunakan adalah purposive Sampling. Pengumpulan data pada penelitian menggunakan instrumen tes keterampilan berpikir kritis berjumlah 10 nomor yang disesuaikan dengan indikator keterampilan berpikir kritis menurut Ennis dalam bentuk soal esai dan instrumen tes hasil belajar berjumlah 20 nomor yang disesuaikan dengan indikator hasil belajar dimensi kognitif revisi Bloom menurut Anderson & Krathwohl dalam bentuk soal pilihan ganda. Data keterampilan berpikir kritis dan hasil belajar peserta didik melalui analisis deskripstif dan uji prasyarat dengan menggunakan uji normalitas kormogolov smirnov dan uji linearitas sederhana. Hubungan keterampilan berpikir kritis dengan hasil belajar peserta didik diuji menggunakan uji korelasi product moment dan hasil yang diperoleh menunjukkan bahwa terdapat hubungan yang sangat kuat antara keterampilan berpikir kritis dengan hasil belajar yang bersifat positif. Penelitian ini diharapkan mampu memberikan pemahaman kepada pendidik dalam upaya meningkatkan keterampilan berpikir kritis peserta didik. Kata kunci: Hasil belajar, Keterampilan Berpikir kritis, Sistem pencernaan

Review

This study, titled "HUBUNGAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR SISWA KELAS XI SMAN 3 PALOPO," addresses a highly relevant and timely topic in education: the relationship between critical thinking skills and student learning outcomes. In an era dominated by information overload, the researchers appropriately highlight the necessity for students to possess strong critical thinking abilities to discern information effectively and achieve deep understanding, thereby impacting academic performance. The quantitative descriptive research design clearly aimed to explore this connection within the context of Biology learning on the digestive system for eleventh-grade students. The findings indicate a very strong and positive correlation between critical thinking skills and learning outcomes, reinforcing a widely hypothesized and critical link in educational psychology. The methodology employed appears sound for its stated purpose. The study utilized a substantial sample size of 147 students from SMAN 3 Palopo, determined using Slovin's formula, which lends a degree of statistical power to the findings. The choice of purposive sampling is noted, and while it might limit generalizability slightly, it could be justified by specific characteristics of the target population. Data collection instruments, comprising a 10-item essay test for critical thinking based on Ennis's indicators and a 20-item multiple-choice test for learning outcomes aligned with Bloom's revised cognitive dimensions (Anderson & Krathwohl), demonstrate an effort to use established theoretical frameworks. The application of normality, linearity, and Product Moment correlation tests for data analysis further confirms a rigorous quantitative approach to establish the relationship. The strong positive relationship identified in this research provides valuable empirical evidence supporting the integration and emphasis of critical thinking development within the curriculum, particularly in Biology education. The study's practical implication, as stated, is to offer educators a better understanding of how to enhance students' critical thinking skills, which subsequently could lead to improved learning outcomes. This finding is significant for pedagogical practices in Indonesia and could inform curriculum development and teacher training programs. Future research could build upon these findings by exploring causal relationships through intervention studies, examining the impact across different subject areas or educational levels, or investigating specific pedagogical strategies that most effectively foster critical thinking in this context. Overall, this paper makes a pertinent contribution to the literature on cognitive skills and academic achievement.

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