The Influence Of The DeepThink Learning Model On Students' Critical Thinking Skills In History At Sma Negeri 1 Parakan: Pengaruh Model Pembelajaran DeepThink Terhadap Keterampilan Berpikir Kritis Siswa Dalam Mata Pelajaran Sejarah Di Sma Negeri 1 Parakan

Choirizki Amanda; Ba'in; Fendi Aditiya

doi:10.36526/santhet.v10i5.9288

Authors

Choirizki Amanda Jurusan Sejarah, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Negeri Semarang
Ba'in Jurusan Sejarah, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Negeri Semarang
Fendi Aditiya Jurusan Sejarah, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Negeri Semarang

DOI:

https://doi.org/10.36526/santhet.v10i5.9288

Keywords:

DeepThink Model, Critical Thinking, Skills, History Learning, HOTS

Abstract

This study aimed to investigate the effectiveness was to examine how the DeepThink learning model affects students' critical thinking skills at SMA Negeri 1 Parakan. This study focused on students' critical thinking skills, which are largely influenced by surface learning and a lack of critical thinking skills. The research method used a quasi-experimental approach with a Nonequivalent Control Group design. The study sample included two classes, selected through intact group sampling. The experimental class used the DeepThink model, while the control class used conventional methods. The data collection instrument consisted of 20 multiple-choice questions that fall into the HOTS category and align with the critical thinking indicators outlined by Facione (2015). Data were analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, Wilcoxon Signed-Rank test, Mann-Whitney U test, and N-Gain test. The Wilcoxon test showed a significant increase in the experimental class (Z = -2.103; p = 0.035) and the control class (Z = -3.972; p = 0.000). The Mann-Whitney U test showed a significance level of 0.128 (p> 0.05), meaning there was no significant difference between the Posttest results of the experimental and control classes. The N-Gain analysis showed that the experimental class experienced greater improvement than the control class. Therefore, the use of the DeepThink model can help improve students' critical thinking skills, although the level of difference is not yet very significant.

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