Pengembangan Kemampuan Berpikir Kritis dan Literasi Matematika: Penerapan Desain Instruksional Pengintegrasian PBL dan ClassPoint

Nana Sumarna; Rusnawati Rusnawati; Ice Rahmawati

doi:10.21831/pythagoras.v19i2.78000

Pengembangan Kemampuan Berpikir Kritis dan Literasi Matematika: Penerapan Desain Instruksional Pengintegrasian PBL dan ClassPoint

Nana Sumarna, Department of Primary School Teacher Education, Faculty of Teaching and Educational Sciences, Halu Oleo University, Indonesia
Rusnawati Rusnawati, Study Program of Social Sciences, Faculty of Teacher Training and Educational Sciences, Halu Oleo University, Indonesia
Ice Rahmawati, The Education Office of Kendari City, Southeast Sulawesi, Indonesia

10.21831/pythagoras.v19i2.78000

Abstract

Berpikir kritis dan literasi matematika merupakan aspek penting dalam pendidikan matematika di sekolah dasar, yang mendukung siswa dalam pemecahan masalah, penalaran logis, serta penerapan matematika dalam konteks kehidupan nyata. Penelitian ini bertujuan untuk merancang bahan ajar (modul pengajaran, materi, dan asesmen) dengan mengintegrasikan Problem-Based Learning (PBL) dan ClassPoint, kemudian menerapkan desain tersebut dalam eksperimen semu. Penelitian ini melibatkan seluruh siswa kelas IV di SD Negeri 6 Kendari, dengan teknik purposive sampling untuk memilih kelas eksperimen (IVa) dan kelas kontrol (IVb dan IVc). Hasil analisis ANOVA dua arah menunjukkan bahwa desain instruksional yang mengintegrasikan PBL, ClassPoint, dan buku teks secara signifikan meningkatkan kemampuan berpikir kritis dan literasi matematika siswa, dengan nilai p (Sig.) sebesar 0.000 dan Partial Eta Squared sebesar 0.562. Penelitian ini mengonfirmasi efektivitas model tersebut dalam menciptakan perbedaan yang substansial antara kelompok perlakuan (PBL+ClassPoint+Buku Teks) dan kelompok kontrol. Hal ini menyoroti dampak positif dari integrasi PBL dan ClassPoint terhadap pengembangan kemampuan berpikir kritis dan literasi matematika siswa.

Keywords

Desain instruksional; PBL; ClassPoint; Berpikir kritis; Literasi Matematika

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DOI: https://doi.org/10.21831/pythagoras.v19i2.78000