Ayu Zulpiah Sulaiman, Afdalia Afdalia, Rosita Rosita, Sri Anggriani

PENGEMBANGAN PERANGKAT PEMBELAJARAN YANG BERFOKUS PADA CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK

Introduction

Pengembangan perangkat pembelajaran yang berfokus pada contextual teaching and learning untuk meningkatkan keterampilan berpikir kritis peserta didik. Pengembangan perangkat pembelajaran Contextual Teaching and Learning (CTL) untuk tingkatkan keterampilan berpikir kritis peserta didik. Alat valid & reliabel, hasilnya menunjukkan peningkatan signifikan.

Abstract

This research represents an effort in research and development with the main objectives of (i) developing a reliable and valid contextual-based learning tool, (ii) assessing the improvement of students' critical thinking skills after being taught using the developed tool, and (iii) evaluating students' responses to the learning tool. The developed learning tool includes Lesson Implementation Plans (RPP), Student Learning Materials (BAPD), and Student Activity Sheets (LKPD). The development of the learning tool follows the model formulated by Kemp, Morrison, and Ross, consisting of nine development elements, namely instructional problems, student characteristics, task analysis, instructional objectives, sequence content, instructional strategies, instructional delivery, evaluation instruments, and instructional resources. The tool was tested on students in grade XI IPA1 at SMA Negeri 6 Pinrang. The data analysis results indicate that (i) the profile of contextual-based learning tools, including Lesson Implementation Plans, Student Learning Materials, and Student Activity Sheets, is valid and reliable; (ii) there is a significant improvement in students' critical thinking skills with an increase of 0.42, categorized as a moderate improvement; (iii) students' responses to the learning tool and the implementation of learning activities

Review

The submitted manuscript, "PENGEMBANGAN PERANGKAT PEMBELAJARAN YANG BERFOKUS PADA CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK," presents a commendable research and development effort focused on enhancing students' critical thinking skills through contextual teaching and learning. The study clearly outlines its objectives: to develop valid and reliable contextual-based learning tools, measure their impact on critical thinking, and assess student responses. The researchers systematically followed the Kemp, Morrison, and Ross development model, creating comprehensive materials including Lesson Implementation Plans (RPP), Student Learning Materials (BAPD), and Student Activity Sheets (LKPD). A significant strength of this research lies in its rigorous methodological approach, which adheres to a well-established instructional design model. The findings robustly indicate that the developed learning tools are both valid and reliable, confirming their suitability for pedagogical application. Crucially, the study successfully demonstrates a significant improvement in students' critical thinking skills, quantified by an increase of 0.42, categorized as moderate. This empirical evidence, alongside the reported positive student responses (though the abstract is truncated), underscores the potential effectiveness and acceptance of these newly developed contextual learning instruments. While the abstract provides compelling evidence of the tools' efficacy, the full manuscript would benefit from addressing a few points for enhanced clarity and impact. The incomplete sentence regarding student responses in the abstract leaves a minor gap, which should be thoroughly elaborated in the full text. Furthermore, conducting the study in a single class (Grade XI IPA1 at SMA Negeri 6 Pinrang) suggests a need for a more comprehensive discussion on the generalizability of these findings. Future research could explore the long-term effects of these learning tools and investigate their comparative effectiveness across diverse educational contexts and student populations, perhaps also detailing the specific critical thinking facets measured.

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