Implementation of Socio-Scientific Issue Learning Through Survey Methods to Improve Students^ Critical Thinking Skills Herry Hermawan1, Pratikso2
Bina Marga Office of West Java Province, Cirebon, Indonesia
Abstract
Future life requires students to have life skills to be able to overcome the problems of everyday life. One of the life skills of the 21st century is critical thinking. The occurrence of the Covid-19 pandemic in almost all over the world invited many experts to participate in overcoming social, economic, educational, as well as health problems as the main issues today. To improve students^ critical thinking skills, socioscientific issue learning is carried out through survey methods in natural disaster management courses. Experimental research was carried out through socioscientific issue learning through survey methods during the seventh semester 2020/2021. The learning method used is a survey method with a socioscientific issue approach for the experimental group, and lesson study for the control group. The research subjects were 40 students of the Faculty of Engineering, Gunungjati Swadaya University, Cirebon. There are three components of critical thinking, namely (1) identify the problem, (2) analyze, and (3) evaluate. The research was conducted in 3 stages including online planning, field implementation, and online evaluation. Data analysis was carried out by comparing the critical thinking skills of the experimental group research subjects with the control group descriptively and inferential statistics. The results showed that there was a significant difference in students^ critical thinking skills in the experimental group compared to the control group with a significant value (p) <0.05. The learning implementation reaches an average of 92.5% which is in the very good category.
