ICARE U Learning Model to Improve Critical Thinking Skills of High School Students in Indonesia

Abstract

Abstract Critical thinking is one of the skills that are widely trained in the field of natural science studies. The study was conducted at a high school in the city of Padang to determine the effectiveness of ICARE-U learning (Introduction, Connection, Application, Reflection, Extension and Utility) on students' critical thinking skills in the matter of effort and energy. The research method used is pre-experimental with one group pretest posttest design. The research sample consisted of one class 10 high school as many as 31 people. Critical thinking skills are viewed from 5 aspects, namely elementary clarification, basic support, inference, advanced clarification, strategy and tactics. Based on the results of the n-gain on students' critical thinking skills with the ICARE-U learning model, a score of 0.4 was obtained. A score of 0.4 means that students' critical thinking skills before and after being given treatment have increased in the moderate category. Reviewing the critical thinking skills aspect, it is known that the advanced clarification aspect is still experiencing a low increase. Based on the results of hypothesis testing, it was found that the ICARE-U learning model was effectively used to improve students' critical thinking skills in the matter of effort and energy.

Keywords Critical thinking skils, ICARE-U learning model, work and energy.

Abstrak Berpikir kritis merupakan salah satu keterampilan yang banyak dilatihkan untuk bidang studi ilmu pengetahuan alam. Penelitian dilakukan pada sebuah SMA di kota Padang untuk menentukan efektivitas dari pembelajaran ICARE-U (Introduction, Connection, Application, Reflection, Extensiom dan Utility) pada keterampilan berpikir kritis siswa dalam materi usaha dan energi. Metode penelitian yang digunakan adalah pre-eksperimental dengan desain one group pretest postest. Sampel penelitian terdiri dari satu kelas 10 Sekolah Menengah Atas sebanyak 31 orang. Keterampilan berpikir kritis ditinjau dari 5 aspek yaitu elementary clarification, basic support, inference, advanced clarification, strategy and tactics. Berdasarkan hasil n-gain terhadap keterampilan berpikir kritis siswa dengan model pembelajaran ICARE-U didapatkan skor 0,4. Skor 0,4 memiliki arti bahwa keterampilan berpikir kritis siswa sebelum dan sesudah diberi perlakuan mengalami peningkatan dengan kategori sedang. Peninjauan terhadap aspek keterampilan berpikir kritis diketahui bahwa pada aspek advanced clarification masih mengalami peningkatan yang rendah. Berdasarkan hasil pengujian hipotesis didapatkan bahwa model pembelajaran ICARE-U efektif digunakan untuk meningkatkan keterampilan berpikir kritis siswa dalam materi usaha dan energi. Kata kunci: keterampilan berpikir kritis, model pembelajaran ICARE-U, usaha dan energi.

DOI http://dx.doi.org/10.23960/jpmipa/v23i2.pp585-594