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Jurnal Akademika KimiaJurnal Akademika Kimia

This study aims to determine the relationship between interest (X1) and critical thinking skills of seventh-grade students in science learning at SMP Negeri 4 Tanantovea. This study is a descriptive correlational study. The research sample was selected using total sampling, comprising all seventh-grade students from two classes, totalling 36 students. The instruments used in this study were a questionnaire on students interest in learning and a critical thinking test. The questionnaire on interest in learning and the critical thinking test were subjected to content and construct validity tests. A field trial was conducted with 36 students, comprising 19 female and 17 male students. The instruments used in this study were a critical thinking test and a questionnaire on students learning interests. The questionnaire on learning interest consisted of 20 statements, while the critical thinking test consisted of 10 essay questions. All instruments underwent content validity testing by experts, empirical validity testing using Pearson product-moment correlation, and reliability testing using Cronbachs Alpha. Prerequisite tests were conducted using the Shapiro-Wilk normality and linearity tests with SPSS 22 software. The study results in Grade VII of junior high school concluded a relationship between interest and critical thinking ability, with a correlation value of 0.402 and a regression equation of Ŷ = Y = 57.813 0.165X1. Furthermore, based on the calculated r value of 0.442, the criteria for the strength of the relationship between the variables of interest and critical thinking indicate a fairly strong relationship.

Based on the research results, it can be concluded that there is a positive and significant relationship between learning interest and critical thinking skills of students in science learning at SMP Negeri 4 Tanantovea.This indicates that the higher the students learning interest, the higher their critical thinking skills.The better the students learning interest, the better their critical thinking skills.This conclusion highlights the need for educators to build a supportive learning environment that encourages learning interest and integrates learning activities to improve students critical thinking skills.

Berdasarkan hasil penelitian ini, beberapa saran penelitian lanjutan dapat diajukan untuk memperdalam pemahaman mengenai hubungan antara minat belajar dan kemampuan berpikir kritis. Pertama, penelitian lebih lanjut dapat dilakukan dengan melibatkan sampel yang lebih besar dan beragam, mencakup berbagai tingkatan kelas dan wilayah geografis, untuk menguji generalisasi temuan penelitian ini. Kedua, penelitian dapat menggali lebih dalam faktor-faktor lain yang mungkin memediasi atau memoderasi hubungan antara minat belajar dan kemampuan berpikir kritis, seperti gaya belajar, motivasi intrinsik, dan lingkungan belajar. Ketiga, penelitian dapat mengembangkan dan menguji intervensi pembelajaran yang dirancang khusus untuk meningkatkan minat belajar dan kemampuan berpikir kritis siswa secara bersamaan, misalnya melalui penggunaan metode pembelajaran berbasis proyek atau pembelajaran berbasis masalah yang kontekstual. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam upaya peningkatan kualitas pendidikan sains di Indonesia, khususnya dalam pengembangan keterampilan abad ke-21 yang relevan dengan kebutuhan peserta didik.

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