Optimalisasi Pembelajaran IPS Terpadu Melalui Aktivitas Belajar Siswa dalam Meningkatkan Pemahaman Konsep dan Keterampilan Berpikir Kritis
DOI:
https://doi.org/10.55266/jurnalmind.v3i2.499Kata Kunci:
Pembelajaran berbasis aktivitas, Ilmu Pengetahuan Sosial, keterampilan berpikir kritis, hasil belajar, metode eksperimen semuAbstrak
Pembelajaran berbasis aktivitas semakin banyak digunakan untuk meningkatkan kualitas pendidikan, terutama dalam Ilmu Pengetahuan Sosial (IPS). Penelitian ini menganalisis efektivitas metode ini dalam meningkatkan pemahaman konsep dan keterampilan berpikir kritis siswa melalui eksperimen semu dengan desain pretest-posttest control group, melibatkan 80 siswa yang terbagi dalam kelompok eksperimen dan kontrol. Data dikumpulkan melalui pretest, posttest, observasi, dan angket. Hasil penelitian menunjukkan peningkatan signifikan dalam pemahaman konsep pada kelompok eksperimen dibandingkan kelompok kontrol (t = 4.12, p < 0.05). Siswa dalam kelompok eksperimen lebih aktif berdiskusi, berinteraksi, dan menunjukkan inisiatif lebih tinggi. Hasil angket mengonfirmasi bahwa mereka lebih termotivasi dan memahami materi lebih baik. Temuan ini mendukung teori konstruktivisme, yang menekankan pentingnya interaksi aktif dalam pembelajaran. Namun, kendala seperti keterbatasan waktu dan kesiapan siswa dalam belajar mandiri masih menjadi tantangan. Penelitian selanjutnya disarankan mengeksplorasi strategi pengelolaan waktu dan pemanfaatan teknologi untuk meningkatkan efektivitas metode ini.
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