CRITICAL THINKING SKILLS IN DIORAMA-BASED LEARNING FOR ENVIRONMENTAL AWARENESS
DOI:
https://doi.org/10.36526/sosioedukasi.v15i4.9629Keywords:
Diorama, Critical Thinking Skills, Environmental Awarness, Sciences, Elementary SchoolAbstract
The low environmental awareness of students and the suboptimal critical thinking skills indicate the need for learning innovations that can provide real and meaningful learning experiences. This study aims to determine the effect of mitigation-based diorama learning on critical thinking skills in fostering students' environmental awareness. This study uses a quantitative approach with a quasi-experimental method and employs a post-test only control group design. The research subjects consisted of fourth-grade students divided into experimental and control classes. The experimental class received mitigation diorama-based learning, while the control class used conventional learning. Data collection was conducted using a post-test instrument that measures critical thinking skills based on six indicators, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. The research instrument has met the criteria for validity and reliability. Data analysis was conducted using the Mann Whitney U test because the data from both groups were not normally distributed. The research results show that there is a significant difference between the experimental class and the control class with an Asymp. Sig. (2-tailed) value of 0.035 < 0.05. Additionally, the Effect Size value of 0.28 falls into the moderate category. The results indicate that diorama-based mitigation learning has a positive and significant impact on students' critical thinking skills and supports the development of environmental awareness. Thus, mitigation diorama learning can be one of the innovative learning alternatives in developing students' critical thinking skills and environmental awareness.
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