Science Education and Application Journal (SEAJ) September, 2019. Vol.1, No, 2.

Program Studi Pendidikan IPA p-ISSN: 2656-6672

Universitas Islam Lamongan e-ISSN: 2656-8365
http://jurnalpendidikan.unisla.ac.id/index.php/SEAJ pp. 56-61

Profile Enhancement Students’ Critical Thinking Skills of 7th Grade Junior

High School in Natural Science Learning with Environmental Polution
Subject Assisted by PODE worksheet
1
Imega Syahlita Dewi, 2Rina Puji Utami
Department of Science Education, Faculty of Teacher Training and Education, STKIP PGRI
Nganjuk1. Department of English Education, Faculty of Teacher Training and Education,
STKIP PGRI Nganjuk2. Jln. Abdul Rahman Saleh No. 21 Nganjuk, Jawa Timur 64411
Email: [email protected]

Article Info Abstract

Article History This research describes the profile of improving critical thinking skills of class
Received: 05 Agustus 2019 VII.3 students at SMPN 4 Nganjuk in natural science learning of
Revised: 13 September environmental pollution subject with the help of PODE worksheet (Predict,
2019 Observe, Discuss, Explain). Indicators of critical thinking skills assessed in
Published: 30 September this research those are: 1) Interpretation, 2) Analysis, 3) Explanation, 4)
2019 Inference, 5) Evaluation and 6) Self Regulation. The six indicators of critical
Keywords thinking skill can be trained through the activities presented in the PODE
Critical Thinking Skill, worksheet. This type of research is Classroom Action Research. The method
PODE Worksheet, Natural used is a pre-experimental design type One Shot Case Study, meaning that
Science Learning, One there is a group given treatment then the results are observed. The initial
Shot Case Study profile of students’ critical thinking skills before using PODE worksheet shows
an unfavorable category with an average overall percentage of 40.88%.
Furthermore, students’ critical thinking skills experience improvement after
being given PODE worksheet which contains learning activities to train
students’ critical thinking through many of problems in everyday life using
successive steps starting from: Students predict problems, Students make
observations with experiments, Students analyze the results of the experiment
through discussion activities, and the last students explained by presentation.
This is evidenced by the average acquisition of an overall percentage of
70.05% which shows a fairly good category. Thus it can be concluded that the
profile of students' critical thinking skill has increased with the help of PODE
worksheet.

Sitasi: Syahlita Dewi, Imega. Rina Puji Utami. (2019). Profile Enhancement Students’ Critical Thinking Skills
of 7th Grade Junior High School in Natural Science Learning with Environmental Polution Subject Assisted
by PODE worksheet. Science Education and Application Journal (SEAJ). Vol. 1 No. 2: 56 - 61

PENDAHULUAN
Science learning in the 21st century is characterized by achievement of abilities,
especially in aspects of critical thinking. Critical thinking skill is a thinking model about
problems to improve the quality of thinking by handling skillfully and establishing intellectual
standards used to solve problems (Fisher, 2009). Indicator of critical thinking skill according
to Fascione consists of: Interpretation, analysis, explanation, inference, evaluation, and self-
regulation (Fascione, 2015). The profile of students’ critical thinking skills in certain regions
in Indonesia can be categorized as low, this is evidenced by the existence of: 1) Research
conducted by Purwanto in 2012 shows a profile of students' critical thinking skills in Sumedang
Regency are still low which is only 24, 2% (Purwanto, et al. 2012); 2) The results of Hendrik's
research in 2016 study explain the critical thinking skills of Grade VIII students of SMP N 7
Pasuruan are still relatively low, because students who fulfill each indicator of critical thinking

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 Imega Syahlita Dewi, Rina Puji Utami Profile Enhancement Students’ Critical………..

ability are still below 50% (Hendrik, et al. 2016); 3) Research conducted by Icha in 2018 can
be concluded that students with low critical thinking skills are only able to focus on things that
are known and asked only, in addition students can only mention the previous material related
to solving the problem without solving the problem (Icha Shofia, et al. 2018). Based on the
profile data of students’ critical thinking skill in Indonesia, the problem is very important to
immediately find a solution so that it can help improve students' critical thinking skill.
The problem about the low critical thinking skill mentioned above has the suitability of
conditions in class VII.3 of SMPN 4 Nganjuk, East Java. The results of the observations
showed that there were several problems in students' critical thinking skill in accordance with
the indicators of critical thinking according to Fascione, among others: First, students were still
unable to answer the questions given by the teacher at the beginning of learning. Second, when
giving answers to questions or opinions of friends, students have not been able to analyze
problems and provide solutions, this is an indicator of students' ability to analyze is still low.
Third, students have difficulty in answering differences, this is an indicator of the ability to
evaluate students still lacking because they have not been able to compare and determine what
is the differentiator based on the standards specified. Fourth, the ability to refer students is still
low, it is seen when students conclude the results of observational or experimental data. Fifth,
students' ability to explain is still low, because students have not been able to provide
explanations of questions that require analysis, this can be seen from the way students answer
questions still single and disconnected. Sixth, students have not been accustomed to evaluating
their own knowledge related to problems or phenomena that exist, this shows that students'
self-regulation ability is still low.
Teachers are considered to be at the forefront of the education process because who
apply the curriculum and facilitate student learning (Joan, 2019). Achievement of critical
thinking skill can be done through improving the quality of learning by teachers design learning
into student center learning in accordance with phenomena and problems in everyday life, so
as to help students improve critical thinking skill, encourage cooperation and communication,
increase involvement and activity students. Critical thinking skill is one part of HOTS (High
Order Thinking Skill) that students can use to complete learning activities and help students in
following the learning process (Conklin, W. 2012 ). The basis of HOTS assessment in this case
is that critical thinking skill can be done by giving tasks that encourage the use of knowledge
and skills in different conditions for each student (Brookhart, S.M. 2010). Efforts that need to
be done so that this can be done is to make improvements to the learning media that are
appropriate to the needs of students so that it can facilitate communication between students or
students and teachers.
Learning media that allow it to be used are Student worksheets (LKS), which are sheets
that contain guidelines to facilitate students in conducting learning activities during
observations and experiments. Worksheet are usually in the form of instructions and steps to
complete a task (Devi, et al. 2009). Worksheet is a form of learning guide used in learning that
functions as a student learning guide and can also facilitate students and teachers more easily
during the learning process (Susilowati. 2013). Worksheet is one part of the learning device.
Worksheet in accordance with the 2013 curriculum are worksheets that can improve students'
critical thinking skill and activeness, one of which is PODE worksheet (Predict, Observe,
Discuss, Explain). It’s expected to encourage active students during the learning process and
make each student think critically to construct their own knowledge and also students can
communicate their thoughts and then write them in their own language so that they are easy to
understand and make students understand concepts properly and correctly (Retnosari, et al.
2018 ), thus expected with the help of PODE worksheet can help to improve students' critical
thinking skill.

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METODE
The research method are uses a pre-experimental design type One-Shot Case Study.
The paradigm in the research of this model is described as follows:

X = Treatment given
O = Observation

It’s mean there is a group given treatment then the results are observed. Treatment is an
independent variable and the result is the dependent variable (Sugiyono. 2011). The data
analysis technique used is descriptive qualitative percentage, this is used to determine the
average process of improving students' critical thinking skill at each stage of the research
conducted. Indicators of critical thinking skill assessed in this research are: 1) Interpretation,
2) Analysis, 3) Explanation, 4) Inference, 5) Evaluation and 6) Self- Regulation. Improvement
of critical thinking skill in each cycle can be used as an indicator that students' understanding
of PODE worksheet is good so that students' critical thinking skills can be improved, equations
and criteria for critical thinking assessment scores are used (Prastowo. 2014):

P = Percentage of scores obtained

∑ni = Number of scores obtained
∑n = Maximum number of scores

TABLE 1. The assessment of critical thinking skill’s category

Score Criteria
90% - 100% Very Good
80% - 89 % Good
70%-79% Fairly Good
<70% Unfavorable/ Bad

HASIL DAN PEMBAHASAN

The initial profile of students' critical thinking skill before using the PODE
WORKSHEET(pre-cycle) shows an unfavorable/ bad category with an average overall
percentage of 40.88% with details per indicator as follows: 1) Interpretation: 43.75%, 2)
Analysis 37, 5%, 3) Explanation 41.40%, 4) Inference 42.18%, 5) Evaluation of 42.96%, and
6) Self Regulation: 37.5%. Furthermore, the profile of students' critical thinking skill has
increased after being given the PODE worksheet which contains learning activities to train
students' critical thinking through the problems in everyday life using successive steps starting
from: 1) Students predict problems, 2) Students make observations with experiments, 3)
Students analyze the results of the experiment through discussion activities, and the last 4)
Students explain by presentation. This is evidenced by the average acquisition of an overall
percentage of 70.05% which shows a fairly good category with details per indicator as follows:
1) Interpretation: 68.75%, 2) Analysis 70.31%, 3) Explanation 67.18%, 4) Inference of
72.65%, 5) Evaluation of 69.53%, and 6) Self regulation: 71.87%. The results of this research
are in accordance with the results of a research conducted by Hasratuddin in 2008 which
showed that the profile of students' critical thinking skill in Medan has increased, it can be
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 Imega Syahlita Dewi, Rina Puji Utami Profile Enhancement Students’ Critical………..

seen from the results of an average increase in students' critical thinking skill of 10.62 from
the average acquisition the initial score was only 0.88 to 11.50 (Hasratuddin. 2008). The
description of the profile of thinking skills is more complete can be seen in the figure table
below:

FIGURE.1 Profile Enhancement Students’ Critical Thinking Skill

FIGURE.2 The initial profile Students’ Critical Thinking Skill (before using PODE worksheet)

FIGURE.3 The profile Students’ Critical Thinking Skill (after using PODE worksheet)

Critical thinking skill is one part of HOTS (High Order Thinking Skill) that students
can use to complete learning activities and help students in following the learning process
(Conklin, W. 2012). According to research by Yee Mei Heong in 2011, there was no
significant difference in the level of thinking between male and female students, this was
relevant to the results of this research which showed that students' critical thinking levels were
not based on gender, but by how often students practice solving problems through the
scientific method and the right steps.

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 Imega Syahlita Dewi, Rina Puji Utami Profile Enhancement Students’ Critical………..

Based on four aspects in the PODE worksheet, those are: 1) Predict, students make
guesses; 2) Observe, students make observations; 3) Discuss, students discuss the result of
observations; 4) Explain, students do explanations in front of the class, it can encourage
students to be active during the learning process and can help each student to think critically
by constructing their own knowledge and students can communicate their thoughts and then
write them in their own language so that they are easier to understand and make students
understand the concepts properly and correctly. According to the results of the research
conducted by Dwi Retnosari in 2018 which showed that the PODE worksheet can improve
students' critical thinking skill in light subject, it’s can be seen from the results of the
recapitulation of pretest posttest calculated using the gain score of 0.42 in the medium
category.
Activities in science learning using PODE worksheet are also train students to solve
problems scientifically through the process of observing, asking, trying, associating and
communicating. The steps are sequentially carried out according to the syntax contained in
the PODE worksheet which is through the activities of predict, observe, discuss, and explain.
Scientific approach is highly recommended in learning activities in the 2013 curriculum
because it effectively improves learning outcomes and can train students to solve problems
with the scientific method, this is in accordance with the results of research conducted by
Christian Doabler in 2011 which showed that students' initial scores before using the scientific
approach is 1.44 and has increased to 9.3. PODE worksheet contains activities of everyday
phenomena problems and has a correlation with environmental pollution subject and requires
a process of problem-based learning. This is consistent with research conducted by Oktay
Kizkapan in 2017 which states that problem-based learning can contribute to science teachers
to teach constructivist teaching strategies that are effective and meaningful.

KESIMPULAN
Based on the analysis, three main conclusions were taken. First, the initial profile of students'
critical thinking skills is still low with a percentage of 40.88% with an unfavorable category
before being given the PODE worksheet assistance but experiencing an increase to 70.05%
with a fairly good category after being given assistance with LKS PODE. Second, the increase
in students’ critical thinking skill in self-regulation indicators experienced the highest increase
of all indicators, which amounted to 34.37%. The three conclusions as a whole showed that the
PODE worksheet could help to improve students' critical thinking skill

SARAN
Based on the analysis suggested:
1. PODE worksheet can be used by teachers as additional teaching materials on science
learning in junior high school.
2. After reading this research, teachers in junior high school can be inspired to make similar
teaching materials to help improve students' critical thinking skill that are still low
3. Further research on how to describe the critical thinking skills of senior high school students
in science learning using PODE worksheet.

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Prestasi Belajar dan Mengetahui Profil Kemampuan Berpikir Kritis Siswa SMP.

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