Eksplorasi Hubungan Critical Thinking Disposition dan Computational Thinking Skills dalam Problem-Based Learning Model
DOI:
https://doi.org/10.55340/japm.v11i2.1985Kata Kunci:
Critical Thinking Disposition, Computational Thinking Skills, Problem-Based Learning, Pembelajaran MatematikaAbstrak
Critical Thinking Disposition (CTD) dan Computational Thinking Skills (CTS) merupakan kompetensi esensial yang diperlukan untuk menghadapi kompleksitas tantangan abad ke-21, khususnya dalam pembelajaran matematika di tingkat SMA. Penelitian ini bertujuan untuk mendeskripsikan tingkat pencapaian CTS dan CTD siswa setelah mengikuti pembelajaran berbasis Problem-Based Learning (PBL), serta menganalisis hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain deskriptif–korelasional, melibatkan 55 siswa kelas X dari salah satu SMA swasta di kota Medan yang dipilih melalui teknik purposive sampling. Data CTS diperoleh melalui tes essay berupa pemecahan masalah matematis, sedangkan CTD diukur melalui angket dengan skala Likert. Analisis deskriptif menunjukkan bahwa baik CTD maupun CTS berada pada kategori capaian yang tinggi dengan variasi data yang moderat. Hasil uji korelasi Pearson mengungkapkan hubungan positif yang kuat dan signifikan antara CTD dan CTS (r = 0.723; p = 0.001 < 0.05), yang mengindikasikan bahwa kecenderungan disposisi berpikir kritis berkontribusi substansial terhadap pengembangan keterampilan berpikir komputasional siswa. Temuan ini menegaskan bahwa PBL merupakan pendekatan pedagogis yang efektif dalam mengintegrasikan aspek disposisional dan kognitif secara simultan, dan memberikan implikasi penting bagi desain pembelajaran yang berorientasi pada penguatan keterampilan berpikir tingkat tinggi. Penelitian selanjutnya direkomendasikan untuk memperluas cakupan variabel dan desain longitudinal guna memperkuat generalisasi temuan.
Unduhan
Referensi
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