Kemampuan Berpikir Kritis Ditinjau dari Gaya Kognitif pada Challenge-based Differentiated Learning dengan Website STEM
DOI:
https://doi.org/10.35706/radian.v4i4.13193Keywords:
Challenge-based Differentiated Learning, Cognitive Style, Critical Thinking Skills, STEM, Website, Gaya Kognitif, Kemampuan Berpikir KritisAbstract
A challenge model based on differentiated learning on STEM-based websites can be a strategic step in developing critical thinking skills. This study aims to: analyze the quality of learning with a challenge model based on differentiated learning assisted by a STEM-based website on critical thinking skills; examine differences in critical thinking skills of students based on field independent (FI) cognitive style and field independent (FD) cognitive style; describe the critical thinking skills of students in terms of FI cognitive style and FD cognitive style. This research uses mixed methods with a sequential explanatory design. The results of this study indicate that the implementation of the challenge model based on differentiated learning aided by a STEM-based website can improve the critical thinking ability of students. In addition, there is no significant difference in the critical thinking ability of students based on FI cognitive style and FD cognitive style. Furthermore, the description shows that two subjects in the FI cognitive style category can fulfill all indicators of critical thinking ability. In contrast, subjects with FD cognitive style category can fulfill the indicators of interpretation, analysis, and evaluation, and one other subject can fulfill the indicators of interpretation, analysis, evaluation, explanation, and inference.
Inovasi model challenge-based on differentiated learning pada website berbasis STEM dapat menjadi langkah strategis dalam mengembangkan kemampuan berpikir kritis. Penelitian ini bertujuan untuk: menganalisis kualitas pembelajaran dengan model challenge-based on differentiated learning berbantuan website berbasis STEM terhadap kemampuan berpikir kritis; mengkaji perbedaan kemampuan berpikir kritis peserta didik berdasarkan gaya kognitif field independent (FI) dan gaya kognitif field dependent (FD); mendeskripsikan kemampuan berpikir kritis peserta didik ditinjau dari gaya kognitif FI dan gaya kognitif FD. Penelitian ini menggunakan mixed methods dengan sequential explanatory design. Hasil penelitian ini menunjukkan bahwa implementasi model challenge-based on differentiated learning berbantuan website berbasis STEM berkualitas terhadap kemampuan berpikir kritis peserta didik. Selain itu, tidak terdapat perbedaan kemampuan berpikir kritis peserta didik yang signifikan berdasarkan gaya kognitif FI dan gaya kognitif FD. Lebih lanjut, deskripsi menunjukkan bahwa dua subjek dengan kategori gaya kognitif FI dapat memenuhi semua indikator kemampuan berpikir kritis, sedangkan subjek dengan kategori gaya kognitif FD dapat memenuhi indikator interpretation, analysis, dan evaluation, serta satu subjek lainnya dapat memenuhi indikator interpretation, analysis, evaluation, explanation, dan inference.
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