Pengaruh Model Guided Discovery Learning Berorientasi Tri Pramana terhadap Keterampilan Berpikir Kritis dan Hasil Belajar IPAS Siswa Kelas IV SD
DOI:
https://doi.org/10.55115/edukasi.v5i2.262Keywords:
guided discovery learning, tri pramana, critical thinking skills, science learning outcomesAbstract
This study aims to: (1) analyze the differences in students' critical thinking skills and learning outcomes following the Tri Pramana-oriented guided discovery learning model and the direct learning model; (2) analyze the differences in students' critical thinking skills following the Tri Pramana-oriented guided discovery learning model and the direct learning model; and (3) analyze the differences in students' learning outcomes following the Tri Pramana-oriented guided discovery learning model and the direct learning model. To achieve these objectives, a quasi-experiment was conducted on grade IV elementary school students in Cluster 7, Buleleng District in the 2024/2025 academic year. This research design used a quasi-experiment with a pretest-posttest control group design. The population of this study was all grade IV elementary school students in Cluster 7, Buleleng District with a total of 320 students. Sampling in this study used a random sampling technique so that grade IV students of SD Negeri 6 Banyuning were obtained as the experimental group and grade IV students of SD Negeri 3 Banyuning as the control class. The instruments in this study were critical thinking skills tests and science learning outcome tests. The data obtained were analyzed using MANOVA. The results of the analysis showed; (1) there is a difference in critical thinking skills and science learning outcomes between groups of students who learn through the Tri Pramana-oriented guided discovery learning model and the direct learning model (F = 12.156; p < 0.05); (2) there is a difference in critical thinking skills between groups of students who learn through the Tri Pramana-oriented guided discovery learning model and the direct learning model (F = 15.677; p < 0.05); and (3) there is a difference in science learning outcomes between groups of students who learn through the Tri Pramana-oriented guided discovery learning model and the direct learning model (F = 14.619; p < 0.05).
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