Implementasi Pembelajaran IPA Berbasis Experiential Learning untuk Meningkatkan Berpikir Kritis Siswa Sekolah Dasar
DOI:
https://doi.org/10.51574/judikdas.v5i2.5668Keywords:
Experiential Learning, Pembelajaran IPA, Berpikir Kritis, Sekolah Dasar, Pembelajaran Berbasis PengalamanAbstract
Kemampuan berpikir kritis merupakan salah satu kompetensi penting dalam pembelajaran IPA sekolah dasar, namun pembelajaran yang kurang memberikan pengalaman langsung dapat membatasi kesempatan siswa dalam mengembangkan kemampuan tersebut. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran IPA berbasis experiential learning dalam meningkatkan kemampuan berpikir kritis siswa sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest yang melibatkan 35 siswa kelas V SD Negeri Waru 01, Kecamatan Parung, Kabupaten Bogor, Jawa Barat. Data dikumpulkan melalui tes kemampuan berpikir kritis sebelum dan sesudah pembelajaran yang dilaksanakan berdasarkan empat tahapan experiential learning, yaitu concrete experience, reflective observation, abstract conceptualization, dan active experimentation. Data dianalisis menggunakan statistik deskriptif, N-Gain, uji normalitas Shapiro-Wilk, dan paired-samples t-test. Hasil penelitian menunjukkan bahwa rata-rata kemampuan berpikir kritis siswa meningkat dari 50,51 pada pretest menjadi 80,91 pada posttest, dengan nilai N-Gain sebesar 0,61 dalam kategori sedang. Hasil paired-samples t-test menunjukkan adanya perbedaan yang signifikan antara kemampuan berpikir kritis sebelum dan sesudah implementasi pembelajaran. Peningkatan tersebut menunjukkan bahwa pengalaman konkret, refleksi, pembentukan konsep, dan eksperimen aktif dapat memberikan ruang bagi siswa untuk menginterpretasikan informasi, menganalisis fenomena, mengevaluasi bukti, dan menarik kesimpulan. Penelitian ini merekomendasikan penerapan experiential learning secara lebih luas dengan sampel dan durasi pembelajaran yang lebih besar serta desain eksperimen yang melibatkan kelompok kontrol untuk memperkuat bukti efektivitasnya dalam pembelajaran IPA sekolah dasar.
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