WAHYUNINGSIH, PUTRI (2026) PENGARUH PENERAPAN PENDEKATAN PEMBELAJARAN BERDIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN SEJARAH KELAS XI HUMANIORA DI SMAN 1 CIKEUSAL. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This study aims to determine the effect of implementing differentiated learning on students' critical thinking skills in history subjects for grade XI Humanities at SMAN 1 Cikeusal. This research utilizes a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The sampling technique was conducted using purposive sampling. The research instruments consisted of critical thinking skills tests administered through pretests and posttests, supported by observation sheets and documentation. The results indicate that the implementation of differentiated learning has an impact on improving students' critical thinking skills. Descriptively, the average posttest score of students in the experimental group was higher than their pretest score and also higher than that of the control group. Based on the results of the Independent Samples t-Test, a significance value (Sig.) of 0.000 < 0.05 was obtained, indicating a significant difference in critical thinking skills between students in the experimental group and the control group. In general, most respondents showed improvement in critical thinking indicators, such as focusing on the problem, the ability to provide logical reasoning, understanding the context of the problem, and clarity in presenting arguments. Based on these results, it can be concluded that the implementation of differentiated learning has a significant effect on students' critical thinking skills in history learning.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pembelajaran berdiferensiasi terhadap kemampuan berpikir kritis siswa dalam pembelajaran sejarah kelas XI Humaniora di SMAN 1 Cikeusal. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment yang melibatkan kelas eksperimen dan kelas kontrol. Teknik pengambilan sampel dilakukan menggunakan purposive sampling. Instrumen penelitian berupa tes kemampuan berpikir kritis yang diberikan melalui pretest dan posttest, serta didukung oleh lembar observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berdiferensiasi memberikan pengaruh terhadap peningkatan kemampuan berpikir kritis siswa. Secara deskriptif, nilai rata-rata posttest siswa pada kelas eksperimen lebih tinggi dibandingkan dengan nilai pretest dan lebih tinggi dibandingkan dengan kelas kontrol. Berdasarkan hasil uji Independent Samples t-Test, diperoleh nilai signifikansi (Sig.) sebesar 0,000 < 0,05, yang menunjukkan adanya perbedaan yang signifikan antara kemampuan berpikir kritis siswa pada kelas eksperimen dan kelas kontrol. Secara umum, sebagian besar responden mengalami peningkatan pada indikator kemampuan berpikir kritis, seperti fokus terhadap permasalahan, kemampuan memberikan alasan yang logis, pemahaman terhadap konteks permasalahan, dan kejelasan dalam menyampaikan argumen. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan pembelajaran berdiferensiasi berpengaruh signifikan terhadap kemampuan berpikir kritis siswa dalam pembelajaran sejarah. | |||||||||
| Uncontrolled Keywords: | Pendekatan Berdiferensiasi, Kemampuan Berpikir Kritis, Pembelajaran Sejarah. Differentiated Instruction, Critical Thinking Skills, History Learning | |||||||||
| Subjects: | L Education > LA History of education | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 87201-Jurusan Pendidikan Sejarah |
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| Depositing User: | Putri Wahyuningsih | |||||||||
| Date Deposited: | 02 Mar 2026 03:47 | |||||||||
| Last Modified: | 02 Mar 2026 03:47 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/58778 |
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