PENGARUH MODEL DOUBLE LOOP PROBLEM SOLVING UNTUK MENINGKATKAN KETERAMPILAN BERFIKIR KRITIS PADA PEMBELAJARAN SEJARAH

Abstract

Learning history in the 2013 curriculum in the 21st century emphasizes a more contextual, critical, and integrated approach to the times. K13 learning puts forward (1) conceptual understanding, in which historical learning is not only related to past events but also contextual understanding. (2) Aspects of critical thinking, in which students are invited to analyze historical sources (3) Active and collaborative learning: history learning at K13 encourages students to be actively involved in learning. Students are encouraged to actively participate in discu ssions, collaborative projects, research, and achievements. This study introduces historical learning using the DLPS (Double Loop Problem Solving) model, which emphasizes problem solving involving critical thinking and reflection in two loop stages. This s tudy aims to determine the effect of learning by applying the DLPS (Double Loop Problem Solving) model to students' critical thinking. This research uses a quasi experiment with a non equivalent control group design. The instruments used in this study to m easure critical thinking include the width of the questions in the form of 10 questions and the measurement of the learning model using observation sheets and student response questionnaires. The research data shows that the learning model "Double Loop Pro blem Solving" has an effect of 52.5% on the critical thinking skills of grade 11 students in history learning subjects. Keywords: curriculum 2013, Double Loop Problem Solving, Critical Thinking Skills