PENGARUH PROJECT BASED LEARNING DENGAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN SELF EFFICACY

Abstrak

Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Project Based Learning dengan pendekatan saintifik terhadap kemampuan berpikir kritis matematis dan self efficacy peserta didik. Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian quasy experiment dan menggunakan desain two-group pretest-posttest design. Populasi penelitian adalah peserta didik kelas VIII MTs Al-Mahrus Medan. Sampel penelitian diambil dengan teknik sampling jenuh. Pengujian hipotesis dilakukan dengan uji-t. Hasil penelitian mengungkapkan bahwa (1) terdapat pengaruh model pembelajaran Project Based Learning dengan pendekatan saintifik terhadap kemampuan berpikir kritis matematis peserta didik, hasil deskripsi tersebut didukung oleh skor N-Gain  yang mengalami perubahan pada kelas eksperimen sebesar 66,68% dengan kriteria cukup efektif dan pada kelas kontrol  mengalami perubahan sebesar 61,93% dengan kriteria cukup efektif, (2) terdapat pengaruh model pembelajaran Project Based Learning dengan pendekatan saintifik terhadap self efficacy peserta didik, hasil deskripsi tersebut didukung oleh skor N-Gain  yang mengalami perubahan pada kelas eksperimen sebesar 58,14% dengan kriteria cukup efektif dan pada kelas kontrol mengalami perubahan sebesar 41,59% dengan kriteria kurang efektif.

ABSTRACT The study aims to see the effect of the Project Based Learning model with a scientific approach on students’ mathematical critical thinking skills and self efficacy. This research is a quantitative research with a type of quasy experiment reserach and uses a two-group pretest-posttest design. The population in this study were student of class VIII MTs Al-Mahrus Medan. The sample was taken with saturated sampling technique. Hypothesis testing is done with t-test. The result of the study revealed that (1) there was an effect of the Project Based Learning model with a scientific approach on student mathematical critical thinking skills, the result of the description were supported by N-gain score which changed in experimental class by 66,68% with fairly affective criteria and in the control class changed by 61,93% with fairly affective criteria, (2) there was an effect of the Project Based Learning model with a scientific approach on student self efficacy, the result of the description were supported by N-gain score which changed in experimental class by 58,14% with fairly affective criteria and in the control class changed by 41,59% with less affective criteria.