PENGARUH MUSEUM VIRTUAL TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMA ASSUBHAN PADA MATA PELAJARAN SEJARAH

Abstract

"The Influence of Virtual Museum on Critical Thinking Ability of Class X Students of SMA Assubhan in History Subject," says the heading of this study. The goal of this study was to see if the virtual museum had an impact on students' thinking abilities and how much of an impact it has. This is a quantitative study with interval data types collected via response questionnaires and post-test questions based on three Virtual Museum features and nine critical thinking standards set by Richard W. Paul and Linda Elder. Pre-Experimental Design and One-Shot Case Study techniques are used as research models in this type of study. A response questionnaire on the effect of using a virtual museum and critical thinking post-test questions were used to collect data for this model. The sampling method employs Probability Sampling of the Simple Random Sampling type, in which the sample is drawn at random without respect for the strata that already exist. Simple Linear Regression was used to analyze the data, with the regression formula Y = 17.798 + 0.116X yielding the findings. The virtual museum has just a 3.1 percent influence on pupils' critical thinking skills, according to the Rsquare value of 0.031. With the help of the SPSS version 22 statistical application, the link between variables was examined using Pearson Product Moment. The significance value for the product moment correlation test was 0.708 > 0.05, indicating that there is no significant link between variables X and Y. The t-test was used to test the hypothesis, and the value of tcount 0.690 ttable 2.602 indicates that Ha is rejected, implying that virtual museums have no effect on students' critical thinking skills. The 9 Standards of Critical Thinking cannot be improved through virtual museums (Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic, Meaning, Fairness). This is seen by the findings of the questionnaire responses and the post-test, which are quite contradicting, with the questionnaire results being very high and the post-test results being very low. Around 90% of students want to use virtual museums, but only around half of those who do receive above-average grades. This is due to pupils who are technologically stuttering when using virtual museum media and other internet media, resulting in less-than-ideal information for answering post-test questions.
Keywords: Critical thinking, learning media, virtual museum