PENGARUH MODEL PEMBELAJARAN KOLABORATIF TERHADAP KEMAMPUAN BERFIKIR KRITIS PADA MATERI SUHU DAN KALOR DI KELAS XI SMA KATOLIK MARIANA MEDAN TAHUN 2025

Abstract

Critical thinking ability is a key factor contributing to students' difficulties in explaining their understanding of temperature and heat. The fact that many students struggle to provide critical explanations regarding these concepts was the primary motivation for this study. The research aimed to examine the implementation of a collaborative learning model to enhance the critical thinking skills of Grade XI students at Mariana Catholic High School, Medan, specifically within the context of temperature and heat lessons. A quantitative, pre-experimental research approach was employed, utilizing a single-group pre-test and post-test design with a sample of 30 Grade XI students; data analysis was conducted using a t-test. The results indicated that: 1) the collaborative learning model was implemented through an approach involving question formulation, problem identification, data testing, and interpretation of teaching materials—covering the classification of temperature and heat—over three sessions aligned with the lesson plan; 2) prior to the implementation of the collaborative learning model, the students' critical thinking ability score was 64.75, placing them in the "sufficient" category; and 3) following the implementation, the score rose to 80.75, placing them in the "critical" category. Overall, the findings demonstrate that students' critical thinking skills improved after being taught using the collaborative learning model.