In the 21st century, students need to have one of life skill that is critical thinking that can be develop and trained through various aspects and one of which is chemistry aspect. One of the materials in the chemistry aspect is a hydrocarbon material. The purpose of this study was to measure the percentage of hydrocarbon contribution towards student's critical thinking skills and to know the level of critical thinking skills in 11th MIA grade students 2018/2019 academic year at SMAN 1 Lawang. The study used a descriptive quantitative research design. The research subjects which amount to 133 students. Instrument for assessing critical thinking skills used in hydrocarbon material developed by Rodliyah (2018) with critical thinking indicators Ennis (2011). The results of the analysis of the level of critical thinking skills of students using the number of students who scored three on reasoned multiple choice questions and score four on the description questions divided by the total number of sample students, then categorized by percentage according to Karim (2015). The results showed that the hydrocarbon material taught by the teacher was able to bring up the students' critical thinking skills with a level of think critically which was still very low with an average of 1) organic and inorganic carbon compounds by 39.10 percent, 2) identification and source of carbon compounds by 13.53 percent, 3) specificity of carbon atoms by 27.82 percent, 4) nomenclature of hydrocarbon compounds by 16.29 percent, 5 ) isomer hydrocarbon compounds by 9.62 percent, 6) physical and chemical properties of hydrocarbons by 29.32 percent for the subject matter of the physical properties of hydrocarbons, the subject matter of the hydrocarbon compound combustion reaction by 5.71 percent, the subject of substitution reactions alkane compounds by 0.94 percent, the subject matter of the reaction of alkene compounds by 11.58 percent, the subject matter of the reaction of alkaline compounds by 3.57 percent, and the sub-topics of identification were saturated and unsaturated hydrocarbons by 0.75 percent, and 7) the use of hydrocarbons by 14.43 percent.
Salah satu kecakapan hidup yang harus dimiliki siswa pada abad 21 adalah keterampilan berpikir kritis yang dapat dikembangkan dan dilatih melalui beragam bidang, salah satunya adalah bidang kimia yaitu pada materi hidrokarbon. Tujuan penelitian ini mengukur persentase sumbangan materi hidrokarbon terhadap kemampuan keterampilan berpikir kritis siswa dan mengetahui tingkat kemampuan keterampilan berpikir kritis siswa kelas XI MIA tahun ajaran 2018/2019 di SMAN 1 Lawang. Penelitian menggunakan rancangan penelitian kuantitatif deskriptif dengan subjek penelitian 133 siswa. Instrumen penilaian keterampilan berpikir kritis yang digunakan pada materi hidrokarbon yang dikembangkan oleh Rodliyah (2018) dengan indikator berpikir kritis Ennis (2011). Data berupa skor 3 pada soal pilihan ganda beralasan dan skor 4 pada soal uraian yang telah diperoleh dianalisis sesuai dengan pengelompokkan pokok bahasan pada materi hidrokarbon lalu dikategorikan berdasarkan jumlah persentase menurut Karim (2015). Hasil penelitian menunjukkan bahwa materi hidrokarbon yang diajarkan oleh guru mampu memunculkan kemampuan keterampilan berpikir kritis siswa dengan tingkat kemampuan keterampilan berpikir kritis yang masih tergolong sangat rendah dengan rata-rata antara lain 1) senyawa karbon organik dan anorganik sebesar 39,10 persen, 2) identifikasi dan sumber senyawa karbon sebesar 13,53 persen, 3) kekhasan atom karbon sebesar 27,82 persen, 4) tata nama senyawa hidrokarbon sebesar 16,29 persen, 5) isomer senyawa hidrokarbon sebesar 9,62 persen, 6) sifat fisika dan kimia senyawa hidrokarbon pada sub pokok bahasan sifat fisika senyawa hidrokarbon sebesar 29,32 persen, sub pokok bahasan reaksi pembakaran senyawa hidrokarbon sebesar 5,71 persen, sub pokok bahasan reaksi substitusi senyawa alkana sebesar 0,94 persen, sub pokok bahasan reaksi senyawa alkena sebesar 11,58 persen, sub pokok bahasan reaksi senyawa alkuna sebesar 3,57 persen, dan sub pokok bahasan identifikasi senyawa hidrokarbon jenuh dan tak jenuh sebesar 0,75 persen, dan 7) kegunaan senyawa hidrokarbon sebesar 14,43 persen.
Pushing Critical Thinking Skills With Multiple-Choice Questions
