EFEKTIFIVITAS PENDEKATAN TPACK PADA PEMBELAJARAN MATEMATIKA DALAM UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMA GIBS
DOI:
https://doi.org/10.20527/mnmxk218Keywords:
efektivitas, pendekatan TPACK, kemampuan berpikir kritisAbstract
Pemerintah mengeluarkan kebijakan kurikulum Merdeka bertujuan meningkatkan kemampuan berpikir kritis peserta didik. Supaya tercapai, perlu sebuah model pembelajaran yang dapat meningkatkan kemampuan berpikir kritis. Salah satunya, model pembelajaran matematika dengan pendekatan TPACK (Technological Pedagogical and Content Knowledge). Tujuan penelitian ini adalah (1) mendeskripsikan kemampuan berpikir kritis peserta didik, (2) mendeskripsikan keefektifan pendekatan TPACK, dan (3) menganalisis hubungan gender terhadap kemampuan berpikir kritis peserta didik dalam pembelajaran matematika dengan pendekatan TPACK. Metode penelitian ini menggunakan metode quasi eksperimen . Sampel penelitian ini menggunakan peserta didik kelas X Boys 1 dan kelas X Girl 3. Hasil penelitian menunjukkan: (1) kemampuan berpikir kritis peserta didik kedua kelas tersebut tergolong rendah, (2) efektivitas pendekatan TPACK di kelas X Boys 1 kurang efektif, sedangkan di kelas X Girls 3 tidak efektif, dan (3) tidak terdapat pengaruh gender terhadap kemampuan berpikir kritis peserta didik dalam pembelajaran matematika dengan pendekatan TPACK.
The government issued the Merdeka curriculum policy aimed at increasing students' critical thinking skills. In order to achieve this, we need a learning model that can improve critical thinking skills. One of them is the mathematics learning model with the TPACK (Technological Pedagogical and Content Knowledge) approach. The aims of this study were (1) to describe students' critical thinking skills, (2) to describe the effectiveness of the TPACK approach, and (3) to analyze gender relations on students' critical thinking abilities in learning mathematics with the TPACK approach. This research method uses a quasi-experimental method. The sample for this study used students in class X Boys 1 and class X Girl 3. The results showed: (1) the critical thinking skills of students in both classes were low, (2) the effectiveness of the TPACK approach in class X Boys 1 was less effective, whereas in class X Girls 3 is not effective, and (3) there is no effect of gender on students' critical thinking skills in learning mathematics with the TPACK approach.
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