Isep Badrussalam Wanasima, 0401518054 (2023) "Critical Thinking Ability Viewed from Student Self-Efficacy in MEA Learning with an Open-Ended Approach Assisted by Modules. Masters thesis, UNNES.

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Abstract

This study aims to describe critical thinking skills based on self-efficacy before being treated, as well as knowing the effectiveness of MEA learning with a module-assisted open ended approach. Students' self-efficacy is grouped based on low, medium, and high categories obtained from questionnaires and interviews. Learning effectiveness is assessed based on individual and classical student completeness, there are differences in critical thinking skills in experimental and control classes, and there is a positive influence of self-efficacy on critical thinking skills. This study used mixed methods with a sequential exploratory model. The independent variable is self-efficacy and the dependent variable is critical thinking ability. The focus of this study was to explore critical thinking skills from each self-efficacy category with a sample of two students from each self-efficacy category. The population of this study was grade XI students of SMA Islam Al Azhar 5 Cirebon. Sample selection using cluster sampling technique. The sample in this study was class XI IPA 1 as an experimental class and XI IPA 2 as a control class. The instruments used consisted of critical thinking skills test questions, self-efficacy questionnaires and interview guidelines. Qualitative data analysis techniques are data reduction, data presentation, and conclusions. Quantitative data analysis techniques with t-comparison test, z-proportion test, and regression effect test. The results of this study showed that students with low self-efficacy category achieved 1 critical thinking indicator. Students with medium selfefficacy category achieved 2 indicators of critical thinking. While students with high self-efficacy categories achieved 4 indicators of critical thinking. In addition, this study proved that MEA learning with a module-assisted open ended approach can be effective, with 28 out of 34 students getting scores above BTA as high as 72 or 77% of students completed classically. In addition, the results of the study also stated that there were differences in critical thinking skills in the experimental class with an average score of 77.64 and the control class with an average score of 52.58. And it was also found that the effect of self-efficacy on critical thinking skills was 77.4%. Based on these results, it can be concluded that MEA learning with an open ended approach assisted by modules achieves effectiveness

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