Optimalisasi Hasil Belajar IPA dan Kemampuan Berpikir Kritis Siswa Kelas VI SD Melalui Pendekatan Contextual Teaching and Learning.
DOI:
https://doi.org/10.58344/jii.v4i11.7165Keywords:
Contextual Teaching and Learning, Hasil Belajar IPA, Kemampuan Berpikir Kritis , ANOVA Dua Jalur.Abstract
Rendahnya hasil belajar IPA dan kemampuan berpikir kritis (KBK) siswa Sekolah Dasar masih menjadi tantangan. Pendekatan pembelajaran konvensional seringkali kurang membantu siswa menghubungkan materi dengan kehidupan nyata, sehingga diperlukan pendekatan alternatif seperti Contextual Teaching and Learning (CTL). Penelitian ini bertujuan untuk menganalisis: (1) Perbedaan hasil belajar IPA antara siswa yang diajar dengan CTL dan Pendekatan Saintifik; (2) Perbedaan hasil belajar IPA di antara kelompok siswa dengan KBK tinggi, sedang, dan rendah; dan (3) Eksistensi interaksi antara pendekatan pembelajaran dan tingkat KBK terhadap hasil belajar IPA. Penelitian ini menggunakan desain kuantitatif eksperimen faktorial 2×3 dengan subjek 46 siswa di Kecamatan Kalideres, Jakarta Barat. Instrumen yang digunakan meliputi tes hasil belajar IPA (materi Hantaran Panas Benda) dan tes Kemampuan Berpikir Kritis. Data dianalisis menggunakan Analisis Varian Dua Jalur (Two-Way ANOVA) setelah memenuhi uji asumsi normalitas dan homogenitas. Hasil ANOVA menunjukkan bahwa: (1) Pendekatan CTL berpengaruh signifikan terhadap hasil belajar IPA (F=74,399; Sig.=0,000); (2) Tingkat KBK berpengaruh signifikan terhadap hasil belajar IPA (F=19,441; Sig.=0,000); dan (3) Terdapat interaksi yang signifikan antara Pendekatan Pembelajaran dan KBK terhadap hasil belajar IPA (F=4,217; Sig.=0,022). Hasil uji lanjut menunjukkan bahwa pendekatan CTL memberikan manfaat terbesar (efek kompensasi) pada kelompok siswa dengan KBK rendah dan sedang. Disimpulkan bahwa CTL berperan sebagai penjembatan (bridge) yang efektif dalam mengkompensasi keterbatasan kemampuan berpikir kritis siswa terhadap perolehan hasil belajar IPA.
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