Everyone is Teacher Here: Alternatif Metode Pembelajaran Efektif untuk Meningkatkan Kemampuan Berpikir Kritis Siswa
DOI:
https://doi.org/10.29408/jhm.v10i1.23980Keywords:
everyone is teacher here, effective learning methods, critical thinking skillsAbstract
This research aims to determine the effectiveness of the Everyone Is A Teacher Here learning method on students' critical thinking abilities in the history subject class XI MA Mu'allimat NWDI Pancor. This research uses a quantitative approach with experimental methods. The type of experiment used is quasi-experimental because the researcher cannot control other variables that might have an influence on the research. The experimental design used was a posttest only control group design, namely a design that did not conduct a pretest on research subjects. This was done considering that the learning outcomes between the experimental and control groups were relatively the same. Data collection uses observation to obtain data regarding the implementation of learning using the everyone is teacher here method and students' critical thinking abilities. Data was obtained using an instrument in the form of an observation sheet. Data analysis uses inferential statistical analysis, namely using Mann Whitney nonparametric statistics because the data is not normally distributed. Testing was carried out using SPSS 25.0. The results of hypothesis testing show that the Everyone Is A Teacher Here learning method is effective in improving students' critical thinking skills with a significance value (2-tailed) of 0.000 <0.05, which shows that there is a significant difference between the average results of the experimental class and the control class.References
Adilistyo, M. F., & . L. R. (2015). Pengaruh Strategi Pembelajaran Aktif Tipe Everyone Is A Teacher Here Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Elektronika Dasar Kelas X Tav di S Negeri 7 Surabaya. Jurnal Pendidikan Teknik Elektro, 4(3), 895-900. https://doi.org/10.26740/jpte.v4n3.p%25p.
Ainun Jariyah. (2023). Penerepan Pembelajaran Aktif Teknik Everyone Is A Teacher Here Untuk Meningkatkan Motivasi Belajar Peserta Didik Pada Mata Pelajaran IPS Materi Globalisasi. CBJIS : Cross-Border Journal of Islamic Studies, 5(1) (2023): 11-20. https://doi.org/10.37567/cbjis.v5i1.2019.
Andrias. (2011). Pengembangan Model Pembelajaran Sejarah Suatu Alternatif Mengatasi Kejenuhan Mahasiswa dalam Proses Pembelajaran Sejarah. Selami IPS, 34(1), 116–136.
Cotrunnada, Z. C., & Na’Im, M. (2019, March). Comparison of creative and creative capabilities history learning results using the method problem solving and problem based learning. In IOP Conference Series: Earth and Environmental Science (Vol. 243, No. 1, p. 012154). IOP Publishing. https://doi.org/10.1088/1755-1315/243/1/012154
Depdiknas. 2005. Undang-Undang RI Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas.
Griseva Kusuma Dewi, C. (2017). Implementasi Metode Everyone is A Teacher Here untuk Meningkatkan Keaktifan Siswa dalam Pembelajaran Sejarah Kelas Xi Ipa 1 di SMA Negeri 1 Dukun Kabupaten Magelang Tahun Ajaran 2016/2017. Risalah; 3(4). https://journal.student.uny.ac.id/ojs/index.php/risalah/article/view/9521.
Fadlil, A. & Tsani, M. (2001). Sejarah Pendidikan. Al-Amien Printing.
Facione, P. A. (2015). Critical Thinking: What It is and Why It Counts. California: Measured Reasons LLC.
Kurniawan, M. A., & Hikmah, F. N. (2023). Upaya Meningkatkan Kemampuan Berpikir Kritis Melalui Strategi Everyone is a Teacher Here. TA'DIBUNA: Jurnal Pendidikan Agama Islam, 5(2), 157-169. http://dx.doi.org/10.30659/jpai.5.2.157-169.
Laily, R. N. (2017). Peningkatan Hasil Belajar Kognitif Siswa Melalui Everyone Is A Teacher Here Improvement of Students’ Learning Outcomes Through Everyone Is A Teacher Here. In Prosiding Pengembangan Potensi Lokal dalam Pembelajaran Biologi dan IPA Menuju Pendidikan Berkemajuan. http://jurnal.unmuhjember.ac.id/index.php/PB2017/article/view/970.
Lestari, I. N., Sumadi, S., & Miswar, D. (2015). Pengaruh Metode Everyone is Teacher Here Terhadap Aktivitas Dan Hasil Belajar Geografi. Jurnal Penelitian Geografi (JPG), 3(5). 1-10. http://jurnal.fkip.unila.ac.id/index.php/JPG/article/view/10357.
Lestari, I., & Zakiah, L. (2019). Berpikir Kritis dalam Konteks Pembelajaran. Bogor: Erzatama Karya Abadi.
Nurinayah, M. (2021). Pengaruh Metode Everyone Is a Teacher Here Terhadap Kemampuan Berpikir Kritis Siswa Mata Pelajaran Ips Kelas Iv Mi Islamiyah Penjalinbanyu Brebes Tahun Ajaran 2020/2021. Skripsi. Semarang: Universitas Islam Negeri Walisongo.
Prasetyo, H. (2019). Pengaruh Strategi Everyone Is a Teacher Here Terhadap Kemampuan Berpikir Kritis Siswa Kelas V Mi. Naturalistic: Jurnal Kajian Penelitian dan Pendidikan dan Pembelajaran, 4(1), 443–451. https://doi.org/https://doi.org/10.35568/naturalistic.v4i1.539.
Putriana, A., Adeana, F. P., Alwi, M. F., Handayani, R., Zahfa, Z. A., & Yusnaldi, E. (2023). Penerapan Strategi Everyone Is a Teacher Here untuk Meningkatkan Motivasi Belajar pada Mata Pelajaran IPS Siswa Kelas IV di MIN 4 Medan Barat. Jurnal Pendidikan Tambusai, 7(3). https://jptam.org/index.php/jptam/article/view/10791.
Rachmadtullah, R. (2015). Kemampuan berpikir kritis dan konsep diri dengan hasil belajar pendidikan kewarganegaraan siswa kelas V Sekolah Dasar. Jurnal Pendidikan Dasar, 6(2), 287-298. https://journal.unj.ac.id/unj/index.php/jpd/article/view/493.
Salimah, R., & Mulyani. (2018). Pengaruh Penerapan Strategi Everyone Is A Teacher Here Terhadap Hasil Belajar IPS Siswa Kelas IV SDN Kwedenkembar Mojokerto. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 6(13) ; 2252-3405. https://ejournal.unesa.ac.id/index.php/jurnal-penelitian-pgsd/article/view/25986.
Silberman, M. L. (2009). Active Learning: 101 Strategi Pembelajaran Aktif. Yogyakarta: Pustaka Insan Madani.
Sulasman. (2014). Metodologi Penelitian Sejarah: Teori, Metode, Contoh Aplikasi. Bandung: CV Pustaka Setia.
Susanto, Heri. (2014). Seputar Pembelajaran Sejarah: Isu, Gagasan dan Strategi Pembelajaran. Banjarmasin: Aswaja Pressindo.
Sutimin, Leo Agung & Wahyuni, Sri. (2019). Perencanaan Pembelajaran Sejarah. Yogyakarta: Penerbit Ombak.
Uno, H. B. (2018). Model Pembelajaran: Menciptakan Proses Belajar Mengajar yang Kreatif dan efektif. Jakarta: Bumi Aksara.
Widja, I. G. (2018). Pembelajaran sejarah yang mencerdaskan suatu alternatif menghadapi tantangan dan tuntutan jaman yang berubah. Jurnal Pendidikan Sejarah Indonesia, 1(2), 117-134. http://dx.doi.org/10.17977/um033v1i22018p117.
Yusuf, M. (2018). Peningkatan Keterampilan Berpikir Kritis dan Hasil Belajar Siswa SD dengan Menerapkan Strategi Everyone Is A Teacher Here pada Model Pembelajaran Kooperatif. Jurnal Ilmiah Sekolah Dasar, 2(1), 18-29. https://doi.org/10.23887/jisd.v2i1.13706.
Downloads
Published
How to Cite
Issue
Section
License
All writings in this journal are the full responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed free of charge at no cost, following the creative commons license. Authors who publish articles in the Jurnal Humanitas must comply with the following conditions:
The author retains the copyright and grants the right of first publication with the work licensed simultaneously under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, allowing others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institution or publishing it in a book), acknowledging its initial publication in this journal.
Authors are permitted and encouraged to post their work online (for example, on institutional repositories or websites) before and during the submission process, resulting in a productive exchange and earlier and more extensive citations of the published work.
All articles in this journal are the sole responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed and downloaded for free, following the creative commons license.
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
