Yuniar Fahmi Lathif, 0402618006 (2023) Pembelajaran Berbasis Masalah Sains Islami Berpendekatan Stem-R Untuk Menyelidiki Keterampilan Berpikir Reflektif, Berpikir Kritis Dan Keterampilan Sosial Siswa. Doctoral thesis, UNNES.

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Abstract

The problem in this research is the lack of optimal reflective thinking skills, critical thinking and social skills of pesantren-based students. The formulation of the research problems includes: (1) how is the validity of Islamic science problem-based learning (PBL) using the STEM-R approach to investigate students' reflective thinking skills, critical thinking and social skills; (2) how is the effectiveness of Islamic science PBL using the STEM-R approach in developing students' reflective thinking skills, critical thinking and social skills; (2) What is the practicality of Islamic science PBL with the STEM-R approach being developed; (4) what is the relationship between reflective thinking skills, critical thinking and students' social skills; (5) what are the characteristics of Islamic science problem-based learning with the STEM-R approach; The Research & Development (R&D) method was used in this study, with a ten-step design, namely: 1) research and data collection; 2) planning; 3) product draft development; 4) small scale trials; 5) initial product improvement; 6) field trials; 7) improve the product from the field test; 8) field implementation test; 9) final product improvement and 10) implementation and dissemination. Islamic boarding schools based SMP/MTs students totaling 96 students were selected as the sample of this study. Data collection techniques used were questionnaires, observation, interviews, tests to measure critical thinking skills and reflective thinking as well as social skills observation sheets. The data analysis technique uses Aiken’s V, a one sample t test to determine the effectiveness and regression analysis to determine the relationship between reflective thinking skills, critical thinking skills and social skills. The results of the study were (1) The validity of Islamic science PBL with the STEM-R approach was declared valid based on the Aiken V index of 0.96 with a very valid category. (2) the effectiveness of Islamic science PBL using the STEM-R approach is proven to be effective in developing reflective thinking skills, critical thinking and social skills based on the average student score > 75; (3) the practicality of Islamic science PBL with the STEM-R approach has been declared practical based on the observation sheet of the implementation of learning and student responses which are in the very good category; (4) based on the regression analysis, the relationship between reflective thinking skills affects critical thinking skills by 28% and social skills by 11%. Social skills are influenced by critical thinking skills by 32%; (5). the characteristics of Islamic science PBL with the STEM-R approach are: (a) learning begins by raising real problems in everyday life; (b) solving the problem through a group investigation process; (c) problem solving considering the results of the STEM-R aspect analysis; (d) Al-Qur'an, Hadith and selawat as informative rather than confirmative media; (e) The teacher accompanies students during the investigation process; (f) students and teachers evaluate the resulting solutions; (g) Islamic science teaching materials help students achieve learning objectives.

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