Penelitian ini bertujuan untuk mendeskripsikan hubungan antara kemampuan membaca kritis bacaan sains yang disisipkan dalam pembelajaran energi di kelas dengan keterampilan berpikir kritis siswa sebagai keterampilan yang dituntut pada abad 21. Metode penelitian yang digunakan adalah penelitian korelasional (deskriptif). Populasi pada penelitian ini adalah siswa kelas VII pada salah satu SMP di Kota Cimahi dengan sampel penelitian sebanyak 35 siswa kelas VII tahun pelajaran 2014-2015. Kegiatan membaca kritis disisipkan dalam pembelajaran selama tiga kali pertemuan. Data kemampuan membaca kritis dijaring oleh jawaban siswa melalui pertanyaan dalam bacaan, sedangkan keterampilan berpikir kritis dijaring dengan tes uraian. Kedua data tersebut dianalisis dengan uji korelasi Spearman. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara kemampuan membaca kritis dengan kemampuan berpikir kritis siswa pada α=0,05 (sig. 0,047), namun hubungan tersebut berada pada kategori rendah (r=0,339). Dengan demikian, kamampuan membaca kritis perlu dilatihkan atau diterapkan karena memiliki hubungan dengan kemampuan berpikir kritis siswa. Kata-kata kunci: Membaca kritis, berpikir kritis, energi dalam sistem kehidupan ABSTRACT This study aimed to describe the relationship between the ability to read critically scientific readings that are inserted in the energy learning in the classroom with students' critical thinking skills as the skills required in the 21st century. The method used is correlational research (descriptive). The population in this study was the seventh grade students at one junior high school in Cimahi with a sample of 35 students of class VII 2014-2015 school year. Critical reading activities inserted in the study during three meetings. Data of critical reading ability was captured by the students' answers from questions in the reading sheet, while critical thinking skills data was enmeshed with the essays question. Both of these data were analyzed by Spearman correlation test. The results showed that there was a significant correlation between critical reading ability with the students' critical thinking at α = 0.05 (sig. 0.047), but these relations are at a low category (r = 0.339). Thus, critical reading ability need to be trained or applied as it has a relationship with the students' critical thinking.

The process of integrating various components and activities is needed to create quality education. The effort that can be done is the innovation of teaching materials used in learning. Physics is quite difficult to master by students because it requires practicum to understand it. To make it easier for students to understand the material, it is necessary to develop an e-book containing videos, animations, and images that can support students’ understanding. Therefore, an in-depth literature review is needed to see the effectiveness of using e-book in learning.

This study aims to determine the effect of learning cycle 5E model (Engage, Explore, Explain, Elaboration, & Evaluate) on student's critical thinking skills of class X in MAN 1 Mataram. This research type is quasi experiment with research design untreated control group with pretest and posttest design. The sample was selected by cluster random sampling technique and obtained X MIA 1 class as experiment class using learning cycle 5E model and X MIA 2 class as control class using cooperative learning type STAD model. The critical thinking ability's data collected by essay test that are 5 questions that have been tested for validation, reliability, difficulty level, and index of discrimination. Researchers used homogeneity test, normality test, t-test polled variance, and N-Gain test as statistical test. N-Gain test are used to determine the improvement of critical thinking skills in each indicator. The experimental class get improvement result in medium category for all indicators, while the control class get improvement in medium category on three indicators and two other indicators in low category. Based on result of hypothesis test can be concluded that there is effect of learning cycle 5E model to critical thinking ability of students. PENDAHULUAN Fisika dipandang sebagai suatu proses dan produk. Fisika sebagai proses berarti pemahaman mengenai bagaimana informasi ilmiah fisika dapat diperoleh dengan melakukan pengamatan, pengukuran, penyelidikan dan publikasi. Sedangkan fisika sebagai produk berarti fisika sebagai kumpulan pengetahuan berupa fakta, konsep, prinsip, hukum, rumus, dan teori. Suprijono (2011) menyatakan bahwa banyak peserta didik sebenarnya mampu menyajikan tingkat hafalan yang baik terhadap materi ajar yang diterima namun pada kenyataannya mereka tidak memahaminya. Pembelajaran fisika tidak hanya sekedar menghafal, namun perlunya pemahaman yang lebih untuk meningkatkan kemampuan berpikir yang dimilikinya. Pembelajaran fisika juga seyogyanya mempertimbangkan strategi atau metode pembelajaran yang efektif dan efisien untuk meningkatkan kemampuan berpikir peserta didik. Sesuai dengan tuntutan kurikulum 2013 yang menginginkan adanya peningkatan pada indikator kemampuan berpikir kritis seperti kemampuan mengevaluasi. Menginovasi proses pembelajaran merupakan cara yang tepat bagi guru untuk mengembangkan kemampuan berpikir kritis. Hal yang dapat dilakukan adalah dengan menggunakan model pembelajaran yang sesuai. Berdasarkan hasil observasi melalui wawancara dengan salah seorang guru fisika di MAN 1 Mataram menunjukkan bahwa proses pembelajaran yang diterapkan selama ini belum mampu meningkatkan kemampuan berpikir kritis, karena latihan untuk peningkatan kemampuan tersebut belum dilakukan. Penyebab lainnya adalah karena model pembelajaran yang digunakan terkesan monoton dan kurang variatif. Menggunakan model pembelajaran yang tepat adalah cara yang perlu dilakukan. Salah satu model pembelajaran alternatif yang dapat digunakan adalah model learning cycle 5E. Model ini dikembangkan untuk menciptakan akt...

STEM is one of the approaches in learning that involves several disciplines in studying a learning material. Through the STEM approach, students are required to be active in processing knowledge so as to achieve learning objectives optimally. Contextual science learning will be more meaningful if it has a close relationship with the surrounding context. This research develops integrated science teaching materials with the Ethno-STEM Approach through ADDIE (Analysis, Design, Development, Implementation, and Evaluation) methods. The research in this paper describes one phase of the ADDIE development method, namely the Analysis phase. An online questionnaire was given to 52 secondary school students to find out the need for integrated science teaching materials with the Ethno-STEM Approach based on the perspective of students as users.

This research aimed to enhance the students' higher-order thinking skills through the Concept-Based Learning and Drill Method in The Course of Biology Learning. The concept-based learning leads students to know the basic concept and avoiding misconceptions, while the drill method is unique due to its characteristics, which make students think higher than before. Therefore, the combination of concept-based learning and drill method was applied in the course of Biology Learning Methodology as an attempt to obtain the positive effect of the strategy. A set of higher-order thinking skills questions were given at the end of the course. The implementation of concept-based learning and drill methods in this course made students obtained a high score in which the average classroom score was 77.87, classified as B+. Implementing the concept-based learning and drill method can help students in improving their higher-order thinking skills in the Biology Learning Methodology course.