Pengaruh Model Discovery Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Listrik Statis Dan Dinamis
Abstract
Kemampuan berpikir kritis merupakan salah satu kemampuan yang diperlukan dalam pembelajaran fisika karena membantu peserta didik memahami konsep, menganalisis hubungan antar variabel, serta menyelesaikan masalah berdasarkan prinsip ilmiah. Namun, pembelajaran fisika pada materi listrik statis dan listrik dinamis masih sering berorientasi pada penyampaian konsep dan penyelesaian matematis sehingga peserta didik mengalami kesulitan dalam memahami hubungan konseptual secara mendalam. Penelitian ini bertujuan untuk mengetahui Pengaruh model Discovery Learning terhadap kemampuan berpikir kritis siswa pada materi listrik statis dan listrik dinamis di MAN 2 Kota Tidore Kepulauan. Penelitian menggunakan metode Pre-Experimental Design dengan desain One Group Pretest–Posttest Design. Subjek penelitian terdiri atas 30 siswa kelas XII IPA. Teknik pengumpulan data dilakukan menggunakan tes kemampuan berpikir kritis sebelum dan sesudah perlakuan, lembar observasi, dan dokumentasi. Analisis data menggunakan statistik deskriptif dan uji N-Gain. Hasil penelitian menunjukkan bahwa rata-rata kemampuan berpikir kritis siswa mengalami peningkatan dari nilai pretest sebesar 47,83 menjadi 81,27 pada posttest. Hasil analisis N-Gain menunjukkan nilai sebesar 0,64 dengan kategori sedang. Peningkatan juga terlihat pada indikator kemampuan berpikir kritis, meliputi interpretasi, analisis, evaluasi, dan inferensi. Temuan penelitian menunjukkan bahwa model Discovery Learning memberikan pengaruh positif terhadap peningkatan kemampuan berpikir kritis siswa pada materi listrik statis dan listrik dinamis. Oleh karena itu, model Discovery Learning dapat dijadikan alternatif pembelajaran fisika untuk meningkatkan kualitas pemahaman konseptual peserta didik.
Downloads
References
Akhir, M., Siburian, J., & Effendi Hasibuan, M. H. (2023). A study comparison the application of Discovery Learning and Problem-Based Learning models on the critical thinking ability. Integrated Science Education Journal, 4(2), 84–89. https://doi.org/10.37251/isej.v4i2.390
Aulia, M. R., Darvina, Y., Desnita, & Suherman, D. S. (2025). Effects of implementing the Discovery Learning model on students' critical thinking skills in fluid material. Journal of Innovative Physics Teaching, 3(1), 28–42. https://doi.org/10.24036/jipt/vol3-iss1/87
Boi, O. M., Ain, N., & Jufriadi, A. (2022). Application of the Discovery Learning model to improve critical thinking ability in vibration and wave materials. Journal of Teaching and Learning Physics, 7(1), 33–41. https://doi.org/10.15575/jotalp.v7i1.16384
Chusni, M. M., Saputro, S., Suranto, & Rahardjo, S. B. (2022). Empowering critical thinking skills on different academic levels through discovery-based multiple representation learning. Cakrawala Pendidikan, 41(2), 330–339. https://doi.org/10.21831/cp.v41i2.41105
Dekker, T. J. (2020). Teaching critical thinking through engagement with multiplicity. Thinking Skills and Creativity, 37, 100701. https://doi.org/10.1016/j.tsc.2020.100701
Faidah, F., & Tatsar, M. Z. (2026). Analysis of students' critical thinking skills in Discovery Learning supported by Wordwall. EduFisika: Jurnal Pendidikan Fisika, 11(1), 125–134. https://doi.org/10.59052/edufisika.v11i1.54265
Halim, A., Alinda, M., Mahzum, E., Wahyuni, A., & Ngadimin, N. (2024). Impact of using PhET and NI Multisim simulation on understanding electrical circuit concepts. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(1), 161–172. https://doi.org/10.21009/1.10114
Maesaroh, N., & Sutikno, P. Y. (2025). Effectiveness of the PhET simulation assisted by songs to improve students critical thinking skills in electrical circuits. Jurnal Pijar MIPA, 20(2), 356–364. https://doi.org/10.29303/jpm.v20i2.8729
Maison, M., Hidayat, M., Kurniawan, D. A., Yolviansyah, F., Sandra, R. O., & Iqbal, M. (2022). How critical thinking skills influence misconception in electric field. International Journal of Educational Methodology, 8(2), 377–390. https://doi.org/10.12973/ijem.8.2.377
Maknun, J. (2020). Implementation of guided inquiry learning model to improve understanding physics concepts and critical thinking skill of vocational high school students. International Education Studies, 13(6), 117–130. https://doi.org/10.5539/ies.v13n6p117
Muhali, M., Prahani, B. K., Mubarok, H., Kurnia, N., & Asy'ari, M. (2021). The impact of guided-discovery-learning model on students' conceptual understanding and critical thinking skills. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(3), 227–240. https://doi.org/10.36312/esaintika.v5i3.581
Rahmawati, S., Masykuri, M., & Sarwanto, S. (2021). The effectiveness of Discovery Learning module classification of materials and its changes to enhance critical thinking skills. Jurnal Inovasi Pendidikan IPA, 7(1), 74–84. https://doi.org/10.21831/jipi.v7i1.33253
Ramadhani, D. P., & Ratnawulan, R. (2022). The effect of using Discovery Learning model in high school physics learning: A meta-analysis. Jurnal Pendidikan Fisika, 10(2), 93–106. https://doi.org/10.26618/jpf.v10i2.6545
Sahwa, S. (2025). Utilization of PhET simulation to improve understanding of electrical concepts. Scientica Education Journal, 2(5), 39–46. https://doi.org/10.62872/sej.v2i5.320
Tawil, M., Said, M. A., & Suryansari, K. (2023). Exploration of conceptual understanding of science teachers and students: Gap conception of current, voltage in Indonesia. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 9(1), 163–182. https://doi.org/10.21009/1.09115
Wafa, Z., & Jatmiko, B. (2022). Learning physics with a Free Discovery model to improve critical thinking skills of high school students. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 10(3), 637–646. https://doi.org/10.33394/j-ps.v10i3.5375
