%T Penerapan Model Pembelajaran Learning Cycle 8E Pada Materi Nanoteknologi Dalam Menstimulus Kemampuan Berpikir Kritis Siswa
%L eprintuntirta48462
%D 2025
%O Pendidikan menjadi pondasi perkembangan bangsa, namun metode ceramah masih mendominasi dan membuat siswa pasif. Kurikulum merdeka menawarkan pembelajaran intrakulikuler beragam (Suryani, 2022), sementara pembelajaran Kimia memerlukan stimulus pengalaman langsung (Facione, 2020). Penelitian ini menguji dampak model Learning Cycle 8E terhadap kemampuan berpikir kritis siswa dalam pembelajaran nanoteknologi. Nanoteknologi dipilih karena sifatnya yang interdisipliner, relevansinya dengan kehidupan modern, dan kompleksitasnya yang membutuhkan pendekatan sistematis seperti Learning Cycle 8E. Dengan desain pre-eksperimental dan pendekatan pretest-posttest one group design, penelitian melibatkan 36 siswa kelas X SMAN 4 Pandeglang yang dipilih melalui purposive sampling. Teknik purposive sampling dipilih karena memungkinkan peneliti untuk memilih sampel berdasarkan karakteristik tertentu yang sesuai dengan tujuan penelitian, seperti tingkat pemahaman awal siswa terhadap konsep sains dasar dan kemampuan untuk mengikuti pembelajaran yang kompleks. Instrumen penelitian meliputi modul pembelajaran, lembar kerja siswa, dan tes kemampuan berpikir kritis. Analisis data menggunakan statistik deskriptif dan inferensial menunjukkan perbedaan signifikan dengan nilai sig.(2-tailed) 0,001 dan peningkatan nilai rata-rata 21%. Observasi menunjukkan keberhasilan implementasi model dengan rata-rata 79% (kategori sangat baik).
%K Critical thinking, 8E Learning Cycle, Nanotechnology, Pre-experimental research.
Berpikir kritis, Learning Cycle 8E, Nanoteknologi, Penelitian pre-eksperimental.
%A Rihhan Kemia Risnandar
%I UNIVERSITAS SULTAN AGENG TIRTAYASA
%X Education is the foundation of national development, but the lecture method still dominates and makes students passive. The independent curriculum offers diverse intracurricular learning (Suryani, 2022), while Chemistry learning requires direct experience stimulus (Facione, 2020). This study examines the impact of the Learning Cycle 8E model on students' critical thinking skills in nanotechnology learning. With a pre-experimental design with a pretest-posttest one group design, the study involved 36 grade X students of SMAN 4 Pandeglang who were selected through purposive sampling. The purposive sampling technique was chosen because it allows researchers to select samples based on certain characteristics that are in accordance with the research objectives, such as students' initial level of understanding of basic science concepts and their ability to follow complex learning. The research instruments included learning modules, student worksheets, and critical thinking ability tests. Data analysis using descriptive and inferential statistics showed a significant difference with a sig. (2-tailed) value of 0.001 and an increase in the average score of 21%. Observations showed the success of the model implementation with an average of 79% (very good category). Nanotechnology was chosen because of its interdisciplinary nature, its relevance to modern life, and its complexity which requires a systematic approach such as the 8E Learning Cycle.