Penerapan Pbm Menggunakan Metode Blended Learning untuk Meningkatkan Keterampilan Berpikir Kritis dan Aktivitas Belajar Mahasiswa Pendidikan Fisika pada Matakuliah Biologi Dasar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rini Dian Anggraini ◽  
Titi Solfitri
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Method ◽  
Face To Face ◽  
Basic Biology ◽  
Face To Face Learning

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis siswa dan kegiatan belajar siswa pendidikan fisika dengan menerapkan model pembelajaran berbasis masalah (PBM) dengan metode blended learning. Metode blended learning diterapkan dengan mengintegrasikan pembelajaran tatap muka dengan pembelajaran online ke dalam sintaks pembelajaran PBM (langkah). Bentuk pembelajaran tatap muka dilakukan di dalam kelas, sedangkan bentuk pembelajaran online dilakukan dengan memanfaatkan fasilitas internet dan forum diskusi kelas online. Jenis penelitian adalah penelitian tindakan kelas (PTK) dengan metode penelitian deskriptif kuantitatif. Studi ini akan direncanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap: perencanaan, melakukan, observasi, dan refleksi. Subjek penelitian ini adalah mahasiswa semester 1 fisika yang mengambil mata pelajaran biologi dasar dan dosen mata kuliah. Instrumen yang digunakan untuk mengumpulkan data adalah lembar tes berpikir kritis dan lembar observasi. Data hasil tes dilakukan dengan menghitung persentase berpikir kritis dan menentukan kriteria. Data kegiatan belajar yang diamati juga dihitung menggunakan rentang nilai yang muncul dan menentukan kriteria. Hasil penelitian menunjukkan bahwa persentase keterampilan berpikir kritis siswa pada siklus I adalah 52,12% (cukup kritis), sedangkan pada siklus II meningkat menjadi 63,27% (kritis). Kegiatan mengajar dosen pada siklus I dan siklus II adalah sama yaitu 36 (kategori baik). Aktivitas belajar siswa pada siklus I adalah 35 (kategori baik) dan pada siklus II yaitu 34 (kategori baik). Kesimpulan dari penelitian ini adalah penerapan pembelajaran berbasis pembelajaran (PBM) menggunakan metode blended learning dapat meningkatkan berpikir kritis dan aktivitas belajar siswa pendidikan jasmani dalam mata pelajaran biologi dasar.   This study aims to improve students' critical thinking skills and learning activities of physics education students by applying problem-based learning model (PBM) with blended learning method. The blended learning method is applied by integrating face-to-face learning with online learning into the PBM learning syntax (step). Form of face-to-face learning is done in the classroom, while the form of online learning is done by utilizing internet facilities and online class discussion forums. The type of research is classroom action research (PTK) with quantitative descriptive research method. This study will be planned in two cycles. Each cycle consists of four stages: planning, doing, observation, and reflection. The subjects of this research are physics semester 1 students who take basic biology subject and lecturer of course subject. Instruments used to collect data are critical thinking test sheets and observation sheets. The test result data is done by calculating the percentage of critical thinking and determining the criteria. The observed data of learning activity is also calculated using the range of values ​​that appear and determine the criteria. The results showed that the percentage of critical thinking skills of students in the first cycle is 52.12% (quite critical), while in cycle II increased to 63.27% (critical). The teaching activities of lecturers in cycle I and cycle II are the same is 36 (good category). Student learning activity in cycle I is 35 (good category) and on cycle II that is 34 (good category). The conclusion of this research is application of learning based learning (PBM) using blended learning method can improve critical thinking and student learning activities physical education in basic biology subject.

scholarly journals PENERAPAN BLENDED LEARNING DALAM RANGKA MEMPERSIAPKAN SEKOLAH DAN MASYARAKAT UNTUK TATANAN KEHIDUPAN BARU

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Suwarno Suwarno ◽  
Teguh Pramono ◽  
Ajie Hanif Muzaqi
Keyword(s):  
Blended Learning ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Methods ◽  
Great Opportunity ◽  
New Normal ◽  
Face To Face ◽  
Implementation Method ◽  
Face To Face Learning ◽  
Learning School

ABSTRACT The COVID 19 pandemic has demanded that people adapt to a new normal life, including theeducation sector. This condition is a challenge for schools and the community. To avoid thewidespread spread of the Covid-19 virus, schools must temporarily stop face-to-face learningactivities. The blended learning method is a solution to these conditions. Blended learningactivities are not only seen as a combination of online and face-to-face learning. However,this learning activity has a great opportunity to integrate innovation in educationaltechnology and can be done online or face-to-face. Besides, blended learning is a solution toanswering challenges in assembling learning and developing students' creativity. Even in thelong term, blended learning is an important requirement for every school to face a brighterfuture. The implementation method in this program consists of the planning, implementation,and evaluation stages. The partners involved in this program are a team of IT experts at theLocal Government of Kediri. Also, the partners involved are also active as speakers ofeducational technology. The results of this program are expected that teachers and schoolscan innovate in developing learning methods so that education in Indonesia will develop.Keywords: Blended Learning, School, EducationABSTRAKPandemi Covid 19 memaksa masyarakat untuk beradaptasi dengan tatanan kehidupan yangbaru tak terkecuali di dunia pendidikan. Kondisi ini menjadi tantangan tersendiri bagi sekolah,dan masyarakat. Guna menjaga dari semakin maraknya penyebaran virus Covid-19, sekolahterpaksa menghentikan kegiatan belajar tatap muka di kelas untuk sementara. Metodepembelajaran blended learning menjadi solusi di tengah kondisi seperti ini. Aktivitaspembelajaran blended learning bukan hanya dilihat sebagai kombinasi online denganpembelajaran tatap muka saja. Namun aktivitas pembelajaran ini sangat berpeluang untukmengintegrasikan inovasi di bidang teknologi pendidikan dan dapat di ajarkan secara onlinemaupun tatap muka. Selain itu, blended learning juga sebagai solusi dalam menjawabtantangan dalam merangkai pembelajaran serta pengembangan kreativitas peserta didik,bahkan dalam jangka panjang pembelajaran berbasis blended learning menjadi kebutuhanpenting bagi setiap sekolah guna menyongsong masa depan yang lebih cerah. Metodepelaksanaan dalam pengabdian ini terdiri dari tahap perencanaan, pelaksanaan, dan evaluasi.Mitra yang dilibatkan dalam pengabdian ini adalah tim tenaga ahli IT di Pemerintah Kota Kediri. Selain itu mitra yang terlibat juga aktif sebagai pembicara di bidang teknologipendidikan. Sedangkan sasaran dari pengabdian ini adalah guru dan Dinas Pendidikan. Hasildari program ini diharapkan guru dan sekolah mampu berinovasi mengembangkan metodepembelajaran agar dunia pendidikan di Indonesia semakin berkembang.Kata Kunci: Blended Learning, Sekolah, Pendidikan 

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLES NON EXAMPLES UNTUK MENINGKATKAN AKTIVITAS DAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMP NEGERI 3 BATANGHARI

2019 ◽  
Vol 2 (1) ◽  
pp. 23-30
Author(s):  
Brigita Ivana Kurniati ◽  
H Jazim Ahmad ◽  
Dwi Rahmawati
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Ability Test ◽  
Average Percentage ◽  
Asking Questions

This study aims to determine the increase in learning activities and students' critical thinking abilities in circle material through the application of cooperative learning types Examples and Non Examples in Eight Grade Students of SMP Negeri 3 Batanghari. The research method is classroom action research which consists of four stages including: planning, implementation, observation, and reflection. The subjects of this study were students of class Eight Grade Students of SMP Negeri 3 Batanghari. Data collection uses instruments in the form of learning activity observation sheets and critical thinking ability test sheets consisting of 5 questions. The results of the study indicate the existence of: 1) Increased learning activities in the learning process. This can be seen from the increase in each indicator, the average percentage of learning activities per indicator, namely: a) focus of material presentation from teacher in the pre-survey is 78%. It decreases to 69.23% in the first cycle, then increasing to 82% in second cycle. b) Asking questions, in pre-survey at 9%, increased to 46.17% in first cycle, then increased to 62.8% in second cycle. c) Answering questions, in pre-survey by 4%, increasing to 42.33% in first cycle, and then increasing to 61.57% in second cycle. d) The activity in group discussions, in pre-survey by 57%, increasing to 55.1% in the first cycle, and then increasing to 65.37% in cycle II. e) Presenting group assignments, in pre-survey by 22%, increasing to 42.27% in first cycle, and then increasing to 62.8% in second cycle. 2) Increasing the percentage of learning outcomes of students' critical thinking skills from pre-survey by 30.33%, increasing to 30.76% in cycle I, and then increasing to 65.38% in cycle II. The conclusion of this study is that the application of the cooperative learning model type Examples Non Examples can: 1) Increase the learning activities of Eight Grades students of SMP Negeri 3 Batanghari 2018/2019 Academic Year. 2) Learning outcomes that refer to the critical thinking skills of Eight Grade Students of SMP Negeri 3 Batanghari ware improve.

scholarly journals HUBUNGAN BERPIKIR KRITIS DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DI MASA PANDEMI COVID 19

Jurnal PenSil ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 120-129
Author(s):  
Endah Sri Wahyuni ◽  
Henita Rahmayanti ◽  
Ilmi Zajuli Ichsan
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Face To Face ◽  
Quantitative Correlation ◽  
Face To Face Learning ◽  
Good Learning

Abstrak Dalam  pembelajaran daring, banyak kendala yang dihadapi baik siswa maupun guru, hal ini dikarenakan  siswa dan guru tidak dapat berinteraksi seperti pada pembelajaran tatap muka sehingga siswa mengalami kesulitan dalam menangkap materi yang disampaikan oleh guru. Untuk mendapatkan hasil belajar yang sesuai dengan kriteria ketuntasan minimal, maka siswa dituntut untuk mandiri, mempunyai daya berpikir kritis dan motivasi belajar yang tinggi. Penelitian ini bertujuan untuk mengetahui seberapa besar korelasi/pengaruh antara berpikir kritis, motivasi belajar, dan hasil belajar siswa. Metode yang digunakan adalah kuantitatif korelatif, dengan analisis data menggunakan SPSS. Pengambilan data dilakukan dengan sebaran angket melalui Google Form. Penelitian dilaksanakan di salah satu SMK Negeri di Jakarta dengan populasi siswa kelas X DPIB sebanyak 70 siswa dan sampel diambil 40 siswa. Hasil belajar yang di gunakan adalah hasil belajar nilai ketrampilan mata pelajaran Gambar Teknik yang diambil dari hasil nilai tugas selama satu semester. Hasil penelitian yang didapat ternyata kemampuan berpikir kritis siswa mempunyai korelasi dengan hasil belajar jika siswa memahami materi yang disampaikan oleh guru dan mempunyai media pembelajaran yang memadai, sedangkan semangat belajar mempunyai korelasi positif dengan derajat sedang dan signifikan terhadap hasil belajar. Jika semangat belajar tinggi, maka akan mendapatkan hasil belajar yang baik. Kata kunci: Pembelajaran Daring, Berpikir Kritis, Motivasi Belajar, Hasil Belajar Abstract In online learning there are many obstacles faced by both students and teachers, this is because students and teachers cannot interact as in face-to-face learning so that students have difficulty capturing the material presented by the teacher. To get learning outcomes that are in accordance with the minimum completeness criteria, students are required to be independent, have critical thinking power and high learning motivation. This study aims to determine how big the correlation/influence between critical thinking, learning motivation and student learning outcomes. The method used is quantitative correlation, with data analysis using SPSS. The research was conducted in one of the State Vocational High Schools in Jakarta with a population of students of class X DPIB and 40 students were taken as samples. The learning outcomes used are the results of learning the value of the Engineering Drawing subject skills taken from the results of the value of the assignment for one semester. The results of the study showed that students' critical thinking skills had a correlation with learning outcomes if students understood the material presented by the teacher and had adequate learning media. Meanwhile, the spirit of learning has a positive correlation with moderate and significant degrees of learning outcomes. If the enthusiasm for learning is high, it will get good learning outcomes. Keywords: Online Learning, Critical Thinking, Learning Motivation, Learning Outcomes

scholarly journals Increasing Critical Thinking Skills and Communication Skills in Science: Blended Learning Project

2020 ◽  
Vol 4 (2) ◽  
pp. 125
Author(s):  
Eli Trisnowati ◽  
Fifit Firmadani
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Communication Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Choice Test ◽  
Research Subjects ◽  
Study Program ◽  
Quasi Experimental

<p>This study aims to obtain an overview of improving students' critical thinking skills and communication skills whose learning activities use integrated blended learning of local wisdom. Learning activities are carried out by modifying blended learning stages, namely at the seeking information stage. The research subjects were 109 students of the 2<sup>nd</sup> semester of science education study program. The research was conducted using a quasi-experimental method with a pretest-posttest design. The instrument used was a multiple-choice test using an assessment rubric and an observation sheet. The research data were analyzed using multivariate analysis. The results showed that the improvement of students' critical thinking and communication skills with blended learning (treatment class) was more significant than students whose blended learning was not integrated with local wisdom.</p><p><strong> </strong></p><p><strong>Keywords</strong>: blended learning, local wisdom, critical thinking skills, communication skills</p>

scholarly journals EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Sumiati Sumiati
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
Learning Method ◽  
Lecture Method ◽  
Peer Discussion ◽  
Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah.  Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

scholarly journals Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills

2021 ◽  
Vol 14 (1) ◽  
pp. 53-68
Author(s):  
Rita Saekawati ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Paired Sample ◽  
Model Based

This research aims to examine the effectiveness guided inquiry learning model based on blended learning on reaction rate material to improve students' critical thinking skills. The design in this research is the One Group Pretest and Posttest Design. The subjects in this research were students of SMAN 1 Kalitidu Bojonegoro in class XI IPA 1. The method used to collect data was the test, observation, and student response questionnaires. Data analysis used the percentage, mean, N-Gain, and Paired sample t-test. The results showed that the guided inquiry learning model based on blended learning was carried out well with an average percentage of the implementation of phase 1 was 98%, phase 2 was 93.76%, phase 3 was 100%, phase 4 was 93.75%, phase 5 was 100%. The average score of the N-gain critical thinking skills is 0.73 with the high category. There is a significant difference in the results of critical thinking skills between before and after being given a guided inquiry learning model based on blended learning. The results showed the guided inquiry learning model based on blended learning effectively improving students' critical thinking skills. Efektivitas Inkuiri Terbimbing Berbasis Blended Learning dalam Meningkatkan Keterampilan Berpikir KritisPenelitian ini bertujuan untuk menguji keefektifan model pembelajaran inkuiri terbimbing berbasis blended learning pada materi laju reaksi dalam meningkatkan keterampilan berpikir kritis peserta didik. Design pada penelitian ini adalah One Group Pretest and Posttest Design. Sasaran dalam penelitian ini yaitu peserta didik XI IPA 1 SMA Negeri 1 Kalitidu Bojonegoro. Metode pengumpulan data yang digunakan berupa tes, observasi dan angket respon. Analisis data menggunakan teknik persentase, mean, n-gain, dan uji Paired Sample T-test. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 98%, fase 2 sebesar 93,76%, fase 3 sebesar 100%, fase 4 sebesar 93,75%, fase 5 sebesar 100%. Nilai rata-rata N-gain kemampuan berpikir kritis adalah sebesar 0,73 dengan kategori tinggi. Terdapat perbedaan hasil keterampilan berpikir kritis yang signifikan antara sebelum dan sesudah diberikan model pembelajaran inkuiri terbimbing berbasis blended learning. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan berpikir kritis peserta didik.

scholarly journals Kemampuan Berpikir Kritis Siswa Melalui Pembelajaran Berbasis Lingkungan untuk Studi Ekosistem Sungai

2019 ◽  
Vol 3 (2) ◽  
pp. 100-105
Author(s):  
Fema Anggriani ◽  
Bhakti Karyadi ◽  
Aceng Ruyani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Sea Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Observation Data ◽  
Teaching Materials ◽  
Process Skill ◽  
Post Test

ABSTRACT[Capacity of student critical thinking through learning base on ecosystem study of water river]. South Bengkulu one of regencies in Bengkulu Province, located west in of the Bukit Barisan Mountains range which has a height of 600-1200 meters above sea level. South Bengkulu has a lot natural wealth that can be utilized as a medium of learning. This research aims to measure the ability of critical thinking and process skill student of class VII MTN 2 south Bengkulu by utilizing environment-based teaching materials. This research uses observation data collection techniques and test (pre test and post test ) Assessment of process skill conducted on two learning activities that is indoor and out door learning activities. Performance of process skill from student of class VII MTsN 2 South Bengkulu including into the category excellent and good while student critical thinking skills classically including into the critical categoryKeywords: student critical thinking skills; environment-based teaching materials’ pre test and post test.(Received November 19, 2018; Accepted April 15, 2019; Published June 18, 2019) ABSTRAKBengkulu Selatan adalah salah satu kabupaten di Provinsi Bengkulu terletak di sebelah barat pegunungan Bukit Barisan di mana ketinggian pegunungan tersebut rata-rata 600-1200 m diatas permukaan laut (dpl) yang mempunyai banyak kekayaan alam yang dapat dimanfaatkan sebagai media pembelajaran. Penelitian ini bertujuan 1) Mengukur kemampuan berfikir kritis siswa dan ketrampilan proses siswa kelas VII MTsN 2 Bengkulu Selatan dengan memanfaatkan bahan ajar berbasis lingkungan. Penelitian ini menggunakan teknik pengumpulan data observasi dan tes (pre test dan Post test). Penilaian keterampilan proses ini dilakukan pada dua kegiatan pembelajaran indoor dan kegiatan pembelajaran outdoor. Kemampuan kinerja keterampilan proses siswa kelas VII MTsN 2 bengkulu Selatan termasuk kedalam kategori sangat baik dan Baik dan kemampuan berpikir kritis siswa secara klasikal termasuk kedalam kategori Kritis.Kata Kunci: Kemampuan berpikir kritis siswa, bahan ajar berbasis lingkungan, Pre test dan post test.

scholarly journals Analisis Kemampuan Berpikir Kritis dan Kebiasaan Membaca Untuk Bekal Menulis Karya Ilmiah

2020 ◽  
Author(s):  
SEPTIAN REFVINDA ARGIANDINI
Keyword(s):  
Critical Thinking ◽  
Research Method ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Qualitative Description ◽  
Learning Activity ◽  
Major Influence ◽  
Reading Habits ◽  
Scientific Papers

ABSTRACTCritical thinking skills and writing habits must continue to be taught in each learning activity to maximize the abilities or competencies of students. This reading habit is also very necessary to add students' insights and knowledge before writing scientific papers. With these two components, it can be the first step towards making a good scientific paper. so the purpose of this study was to determine the direct effect of critical thinking skills and reading habits on student writing skills. The research method in this study is a qualitative description of the research method by providing an explanation in the form of a description based on data from various scientific references. With this method the researcher can explain in detail and be arranged how the influence of reading habits and the ability to think critically on the ability to write scientific works of students. Based on data and scientific references collected, analyzed, and studied, the following results were obtained: (1) students 'scientific scientific skills were positively influenced by the level of students' reading habits; (2) the ability to think critically has a direct positive effect on students' scientific writing skills. Thus, the better or higher the interest in reading students and their critical thinking skills, the better the ability to write scientific papers. From the results of this study it can also be seen that the habits of reading and the ability to think critically students are interconnected and have a major influence on the skills of writing scientific papers.Keywords: Reading Habits, Thinking, Critical, Scientific Work,ABSTRAKKemampuan berfikir kfritis dan kebiasaan menulis harus terus diajarkan pada setiap kegiatan pembelajaran untuk memaksimalkan kemampuan atau kompetensi yang dimiliki mahasiwa. Kebiasan memabaca ini juga sangat diperlukan untuk menambah wawasan dan pengetahuan mahasaiwa sebelum menulis karya ilmiah. Dengan kedua komponen ini, dapat menjadi langakah awal untuk membuat karya tulis ilmiah yang bagus. sehingga tujuan penelitian ini untuk mengetahui pengaruh langsung kemampuan berpikir kritis dan kebiasaan membaca terhadap keterampilan menulis mahasiswa. Metode penelitian dalam penelitian ini adalah deskripsi kualitatif yaitu metode riset dengan memberikan penjelasan berupa deskripsi berdasarkan data dari berbagai referensi ilmiah. Dengan metode ini peneliti dapat menjelaskan secara rinci dan tersusun bagaimana pengaruh kebiasaan membaca dan kemampuan berfikir kritis terhadap kemampuan menulis karya ilmiah mahasaiswa. Berdasarkan data dan referensi ilmiah yang dikumpulkan, dianalisis, dan dikaji, didapatkan hasil sebagai berikut: (1) keterampilan me¬nu¬lis ilmiah mahasiswa secara positif dipengaruhi tingkat kebiasaan membaca mahasiswa; (2) kemampuan ber¬pikir kritis berpengaruh positif lang¬sung terhadap keterampilan menulis il¬mi¬ah mahasiswa. Dengan demikian, semakin baik atau semakin tinggi minat baca mahasiswa dan kemampuan berpikir kritisnya, maka semakin baik pula kemampuan menulis karya tulis ilmiahnya. Dari hasil penelitian ini juga dapat diketahui bahwa kebiasan membaca dan kemamouan berfikir kritis mahasiswa saling berhubungan dan berpengaruh besar terhadap keterampilan menulis karya ilmiah. Kata Kunci: Kebiasaan Membaca, Berfikir, Kritis, Karya Ilmiah,

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