id
DISERTASI
Oleh :
Ryzal Perdana
T811608004
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MOTTO
”Tidak penting dari mana anda berasal, yang terpenting adalah kemana anda akan
melangkah”
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PERSEMBAHAN
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ABSTRAK
Penelitian ini bertujuan untuk; 1). Menemukan desain model pembelajaran inquiry
social complexity (ISC) untuk memberdayakan critical and creative thinking skills
(CCT); 2). Menilai kualitas model pembelajaran inquiry social complexity (ISC) untuk
memberdayakan critical and creative thinking skills (CCT); 3). Mengukur keunggulan
model pembelajaran inquiry social complexity (ISC) untuk memberdayakan critical and
creative thinking skills (CCT).
Penelitian pengembangan model inquiry social complexity (ISC) ini menggunakan
prosedur Budiyono yang dimodifikasi yang terdiri 4 tahap yaitu: 1) tahap studi
pendahuluan; 2) tahap pengembangan produk; 3) tahap pengujian keampuhan produk; 4)
tahap diseminasi dan implementasi model. Analisis data yang digunakan selama
pengembangan adalah analisis deskriptif, analisis kualitas model berdasarkan skor
kriteria, dan analisis tes critical and creative thinking (CCT) skills melalui uji non-
parametrict.
Model ISC yang dikembangkan mempunyai tahapan yang meliputi: Observation
Team, Reconstruction, Socialization, Verification dan Applied Communication, yang
merupakan modifikasi dari Model Inquiri Lesson yang diintegrasikan unsur Social
Complexity. Uji coba perorangan dilakukan pada 20 siswa kelas XI untuk meninjau
kepraktisan modul pembelajaran berbasis ISC. Hasil uji perorangan menunjukkan bahwa
modul pembelajaran sudah memenuhi keriteria praktis. Uji coba skala luas dilakukan
pada satu kelas untuk mengetahui kesesuaian dengan spesifikasi yang dikembangkan,
analisis keterlaksanaan sintaks, efektivitasnya, dan analisis deskriptif untuk mengetahui
kelayakan produk. Hasil uji coba skala luas berdasarkan kesesuaian, keterlaksanaan,
kepraktisan, efektivitas, dan kelayakan produk menunjukkan bahwa produk yang
dikembangkan telah memenuhi kriteria yang telah ditetapkan. Uji selanjutnya adalah uji
keampuhan produk dilakukan pada 125 siswa yang terbagi pada kelas eksperimen dan
kontrol. Kelas eksperimen diberikan perlakuan menggunakan model ISC sedangkan kelas
kontrol diberi perlakuan menggunakan model discovery learning (DL). Hasil analisis uji
keampuhan produk menggunakan analisis non-parametrik. Hasil analisis menunjukkan
bahwa nilai Sig. sebesar 0,000 (<0,05), hasil ini menunjukkan bahwa pembelajaran
menggunakan model ISC lebih baik dibandingkan menggunakan DL dalam
memberdayakan CCT peserta didik.
Kata Kunci: Model ISC, Critical and Creative Thinking (CCT) Skill
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ABTRACT
This research aims to; 1). discover the inquiry social learning complexity (ISC)
design model to empower critical and creative thinking (CCT) skills; 2). Assess the
quality of the inquiry social learning complexity (ISC) model to empower critical and
creative thinking (CCT) skills; 3). Measure the superiority of the inquiry social
complexity (ISC) learning model to empower critical and creative thinking (CCT) skills.
The research on developing an inquiry social complexity (ISC) model uses
modified Budiyono procedure consisting of 4 stages namely: 1) preliminary study phase;
2) product development stage; 3) product efficacy testing stage; 4) the dissemination and
implementation stage of the model. Analysis of the data used during development was
descriptive analysis, analysis of model quality based on criteria scores, and analysis of
critical and creative thinking skills (CCT) tests through non-parametric tests.
The developed ISC model has phases which includes: Observation, Reconstruction,
Socialization, Verification and Applied Communication Teams as the modification of the
integrated Learning Model along with the elements of Social Complexity. Individual
trials were conducted on 20 students of XI grade to review the practicality of ISC-based
learning modules. Individual test results indicate that the learning module has come to the
practical criteria. A large scale trial was carried out in one class to determine conformity
with the developed specifications, syntax implementation analysis, effectiveness, and
descriptive analysis to determine product viability. The results of wide-scale trials based
on the suitability, feasibility, practicality, effectiveness, and feasibility of the product
indicate that the product developed has met the established criteria. The next test was a
product efficacy test conducted on 125 students who were divided into experimental and
control classes. The experimental class was conducted by using the ISC model while the
control class applies the discovery learning model (DL). The results of the analysis of the
efficacy of products using non-parametric analysis shows that the value of Sig. of 0,000
(<0.05). These results indicate that the application ISC model in the instructional process
is better than using DL in empowering CCT students.
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PRAKATA
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DAFTAR ISI
Halaman
HALAMAN JUDUL............................................................................... i
PERNYATAAN ORISINILITAS DAN PUBLIKASI ........................... ii
PERSETUJUAN PEMBIMBING .......................................................... iii
MOTTO ................................................................................................ iv
PERSEMBAHAN .................................................................................. v
ABSTRAK ............................................................................................. vii
PRAKATA ............................................................................................. viii
DAFTAR ISI ......................................................................................... x
DAFTAR TABEL .................................................................................. xii
DAFTAR GAMBAR ............................................................................. xiii
DAFTAR LAMPIRAN ........................................................................... xiv
Bab I. PENDAHULUAN ....................................................................... 1
A. Latar Belakang .................................................................... 1
B. Rumusan Masalah ............................................................... 9
C. Tujuan Pengembangan ........................................................ 9
D. Manfaat Penelitian ............................................................... 9
E. Asumsi dan Keterbatasan Pengembangan............................ 10
Bab II. TINJAUAN PUSTAKA ............................................................. 12
A. Kajian Pustaka ........................................................................... 12
1. Critical and Creative Thinking (CCT) Skill .......................... 12
2. Model Pembelajaran Inquiry ................................................. 19
3. Social Complexity ................................................................. 21
4. Model Pembelajaran Inquiry Social Complexity (ISC) ........ 25
5. Pemberdayaan ....................................................................... 30
6. Kualitas Produk .................................................................... 30
B. Kajian Hasil Penelitian Relevan ................................................. 31
C. Kerangka Berpikir ...................................................................... 38
Bab III. METODE PENELITIAN ......................................................... 40
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A. Jenis Penelitian ........................................................................... 40
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DAFTAR TABEL
Halaman
Tabel 2.1 Konstruk Konseptual CCT Skills ........................................... 19
Tabel 2.2 Matriks kegiatan dalam model ISC ......................................... 28
Tabel 3.1 Skala Likert untuk penilaian lembar observasi ...................... 46
Tabel 3.2 Skala Likert untuk penilaian konsepsi berpikir peserta didik .... 46
Tabel 3.3 Skala kriteria rubrik Level of Inquiry (LoI) ........................... 46
Tabel 3.4 Skala Kriteria CCT Skills ...................................................... 47
Tabel 3.5 Kriteria validasi ahli Instrumen ...................................................... 54
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DAFTAR GAMBAR
Halaman
Gambar 2.1 Zone of Proximal Development ........................................... 24
Gambar 2.2 Perkembangan Social complexity dengan kapasitas kognitif ..... 25
Gambar 2.3 Review literature level of inquiry, level of kognitif,teaching
Activity dan level of social complexity ...................................... 27
Gambar 2.4 Konsep model pembelajaran inquiry social complexity ...... 28
Gambar 2.5 Sintaks Model Pembelajaran ISC ........................................ 30
Gambar 2.6 Model Keterkaitan Model ISC dengan Indikator CCT ....... 42
Gambar 3.1 Bagan alir proses penelitian pengembangan ...................... 44
Gambar 3.2 Design Instruksional pengembangan model Dick & Carrey ...... 48
Gambar 3.3 Hierarki analisis instruksional ............................................. 50
Gambar 4.1 Standarized analisis SEM pada materi asam basa .............. 78
Gambar 4.2 Standarized analisis SEM pada materi Hidrolisis Garam ... 80
Gambar 4.3. Sintaks Model Pembelajaran ISC ...................................... 82
Gambar 4.4. Hasil revisi design Model ISC .......................................... 85
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DAFTAR LAMPIRAN
Halaman
Lampiran 1. Hasil Tes Awal Keterampilan Berpikir Kritis Peserta Didik .... 129
Lampiran 2. Hasil Tes Awal Keterampilan Berpikir Kreatif Peserta Didik .. 136
Lampiran 3. Hasil Luaran Analisis SEM Materi Asam-Basa ........................ 143
Lampiran 4. Hasil Luaran Analisis SEM Materi Hidrolisis Garam ............... 144
Lampiran 5. Hasil Luaran Analisis Menggunakan SPSS Materi Asam-Basa
(Uji Coba Skala Luas) ..................................................................... 145
Lampiran 6. Hasil Luaran Analisis Menggunakan SPSS Materi Hidrolisis
Garam (Uji Coba Skala Luas) ......................................................... 148
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