ABSTRAK
Matematika merupakan pelajaran yang berkaitan dengan ilmu
pengetahuan yang didapat dengan berpikir. Pendidik matematika
harus bias mengkomunikasikan pengetahuannya, mengajak peserta
didik untuk aktif dan kritis dalam pelajaran serta dapat berinteraksi
kepada sesama peserta didik, agar tercapainya tujuan pembelajaran.
Kesulitan peserta didik mengungkapkan ide-ide ataupun gagasan
suatu pendapat kurangnya model pembelajaran yang menarik, aktif,
dan inovatif membut peserta didik kurang mampu dalam
menyelesaikan soal-soal dan kurang aktif dalam proses pembelajaran
dikelas Tujuan penelitian ini untuk mengetahui pengaruh model
pembelajaran Open Ended terhadap kemampuan berpikir kritis pada
mata pelajaran matematika kelas V SD N 3 Tanjung Ratu. Metode
Penelitian yang digunakan adalag Quasy Experiman dengan desain
posttest-Only Control Group.Populasi dalam penelitian ini seluruh
kelas V SD N 3 Tanjung Ratu.
Teknik pengambilan Sampel menggunakan non Probability
Sampling dengan sampel kelas V A sebagai Kelas kontrol dan kelas V
B sebagai kelas Eksperimen.Instrumen yang digunakan adalah
instrument tes berupa soal Essay yakni berupa Postest untuk
mengukur kemampuan berpikir kritis peserta didik.
Hasil penelitian diperoleh nilai p-value = 0,000. Artinya nilai
p – value = 0,001 < α = 0,05, Sehingga H0 tolak dan H1 diterima, maka
dapat di simpulkan bahwa terdapat pengaruh model pembelajaran
Open Ended terhadap kemampuan berpikir kritis peserta didik pada
mata pelajaran matematika pada materi pecahan. Kemampuan berpikir
kritis peserta didik pada mata pelajaran matematika peserta didik
menggunakan model pembelajaran Open Ended berpengaruh
dibandingkan kemampuan berpikir kritis matematika peserta didik
menggunakan model pembelajaran Problem solving.
Kata Kunci: Model Pembelajaran Open Ended, Kemampuan Berpikir
Kritis, Mata Pelajaran Matematika
iv
ABSTRACT
Mathematics is a lesson related to knowledge obtained by
thinking. Mathematics educators must be able to communicate their
knowledge, invite students to be active and critical in lessons and be
able to interact with fellow students, so that learning objectives are
achieved. persuading students to express ideas or ideas, an
interesting, active and innovative learning model but students are less
able to solve questions and are less active in the learning process in
class. The aim of this research is to determine the effect of the Open
Ended learning model on thinking abilities critical in class V
mathematics subjects at SD N 3 Tanjung Ratu. The research method
used was Quasy Experiment with a posttest-Only Control Group
design. The population in this study was all class V at SD N 3 Tanjung
Ratu.
The sampling technique uses non-probability sampling with
samples from class V A as the control class and class V B as the
experimental class. The instrument used is a test instrument in the
form of Essay questions, namely in the form of a Posttest to measure
students' critical thinking abilities.
The research results obtained a p-value = 0.000. This means that the
p value = 0.001 < α = 0.05, so that H0 is rejected and H1 is accepted,
it can be concluded that there is an influence of the Open Ended
learning model on students' critical thinking abilities in mathematics
subjects regarding fractions. Students' critical thinking abilities in
mathematics subjects using the Open Ended learning model are more
influential than students' critical thinking abilities in mathematics
using the Problem Solving learning model.
Keywords: Open Ended Learning Model, Critical Thinking Skills,
Mathematics Subject
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