Yuniar Fahmi Lathif, 0402618006 (2023) Problem-based learning of Islamic science with a STEM-R approach to investigate students' reflective thinking skills, critical thinking and social skills. Doctoral thesis, UNNES.

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Abstract

Permasalahan dalam penelitian yaitu kurang optimalnya keterampilan berpikir reflektif, berpikir kritis dan keterampilan sosial siswa berbasis pesantren. Rumusan masalah penelitian mencakupi : (1) bagaimanakah kevalidan pembelajaran berbasis masalah sains islami berpendekatan STEM-R untuk menyelidiki keterampilan berpikir reflektif, berpikir kritis dan keterampilan sosial siswa; (2) bagaimakah keefektifan pembelajaran berbasis masalah sains islami berpendekatan STEM-R dalam mengembangkan keterampilan berpikir reflektif, berpikir kritis dan keterampilan sosial siswa; (2) Bagaimanakah kepraktisan pembelajaran berbasis masalah sains islami berpendekatan STEM-R yang dikembangkan; (4) bagaimana hubungan antara keterampilan berpikir reflektif, berpikir kritis dan keterampilan sosial siswa; (5) bagaimanakah karakteristik pembelajaran berbasis masalah sains islami berpendekatan STEM-R; Metode Research & Development (R&D) digunakan dalam penelitian ini, dengan desain sepuluh langkah yaitu: 1) penelitian dan pengumpulan data; 2) perencanaan; 3) pengembangan draf produk; 4) uji coba skala kecil; 5) penyempurnaan produk awal; 6) uji coba lapangan; 7) menyempurnakan produk hasil uji lapangan; 8) uji pelaksanaan lapangan; 9) penyempurnaan produk akhir dan 10) implementasi dan diseminasi. Siswa SMP/MTs berbasis pesantren berjumlah 96 siswa dipilih sebagai sampel penelitian ini. Teknik pengumpulan data yang digunakan yaitu angket, observasi, wawancara, tes untuk mengukur keterampilan berpikir kritis dan berpikir reflektif serta lembar observasi keterampilan sosial. Teknik analisis data menggunakan Aiken V, uji beda one sample t tes untuk mengetahui keefektifan dan analisis regresi untuk mengentahui hubungan antara keterampilan berpikir reflektif, berpikir kritis dan keterampilan sosial. Hasil penelitian diperoleh (1) Kevalidan pembelajaran berbasis masalah sains islami berpendekatan STEM-R telah dinyatakan valid berdasarkan indeks Aiken V sebesar 0,96 dengan kategori sangat valid. (2) keefektifan pembelajaran berbasis masalah sains islami berpendekatan STEM-R terbukti efektif mengembangkan keterampilan berpikir reflektif, berpikir kritis dan keterampilan sosial berdasarkan nilai rata-rata siswa > 75; (3) kepraktisan pembelajaran berbasis masalah sains islami berpendekatan STEM-R telah dinyatakan praktis berdasarkan lembar vi observasi keterlaksanaan pembelajaran dan respon siswa yang berada pada kategori sangat baik; (4) berdasarkan analisis regresi diperoleh hubungan keterampilan berpikir reflektif mempengaruhi keterampilan berpikir kritis sebesar 28% dan mempengaruhi keterampilan sosial sebesar 11%. Keterampilan sosial dipengaruhi keterampilan berpikir kritis sebesar 32%; (5). karakteristik pembelajaran berbasis masalah sains islami berpendekatan STEM-R yaitu: (a) pembelajaran dimulai dengan memunculkan permasalahan nyata dalam kehidupan sehari-hari; (b) penyelesaian masalah tersebut melalui proses penyelidikan secara berkelompok; (c) penyelesaian masalah mempertimbangkan hasil analisis aspek STEM-R; (d) Al Qur’an, Hadis dan selawat sebagai media informatif bukan konfirmatif; (e) Guru mendampingi siswa selama proses penyelidikan; (f) siswa dan guru mengevaluasi solusi yang dihasilkan; (g) bahan ajar sains islami membantu siswa mencapai tujuan pembelajaran. 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 viii 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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