Peningkatan Berpikir Kritis Murid Kelas V melalui Manajemen Kelas Berbasis CTL pada Soal Cerita Matematika
DOI:
https://doi.org/10.24114/jgk.v10.i4.77114Keywords:
Berpikir Kritis, Bilangan Cacah, Contextual Teaching and Learning, Manajemen Kelas, Soal CeritaAbstract
Rendahnya kemampuan berpikir kritis murid dalam menyelesaikan soal cerita matematika masih menjadi permasalahan di sekolah dasar. Penelitian ini bertujuan meningkatkan kemampuan berpikir kritis murid pada soal cerita operasi bilangan cacah melalui manajemen kelas berbasis Contextual Teaching and Learning (CTL). Penelitian tindakan kelas model Kemmis dan McTaggart dilaksanakan dalam dua siklus, masing-masing dua pertemuan, melalui tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 16 murid kelas VA SD Negeri Kutowinangun 01, Salatiga, pada semester ganjil, Agustus–September 2026. Data dikumpulkan melalui tes uraian berbasis indikator FRISCO (Focus, Reason, Inference, Situation, Clarity, Overview), lembar observasi, dan dokumentasi, kemudian dianalisis secara kualitatif dengan model interaktif dan secara kuantitatif melalui persentase ketuntasan serta capaian indikator. Hasil menunjukkan bahwa ketuntasan klasikal meningkat dari 6,25% pada pratindakan menjadi 31,25% pada siklus I dan 87,50% pada siklus II, dengan nilai rata-rata naik dari 56,56 menjadi 84,69. Keterlaksanaan manajemen kelas meningkat dari 73% menjadi 88%, dan seluruh indikator FRISCO mencapai 87,50%–93,75%. Manajemen kelas berbasis CTL terbukti meningkatkan kemampuan berpikir kritis murid. Guru disarankan menerapkannya pada materi soal cerita lain, sedangkan penelitian selanjutnya disarankan menggunakan desain eksperimen dengan kelompok kontrol.
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