PENGARUH METODE GALLERY WALK TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V PADA MATA PELAJARAN IPA DI SDN 106161 LAUT DENDANG

Abstrak

Kemampuan berpikir kritis siswa kelas V dalam pembelajaran IPA di SDN 106161 Laut Dendang masih tergolong rendah. Dari 32 siswa, hanya 13 siswa (41%) yang mencapai Kriteria Ketuntasan Minimal (KKM), sedangkan sebagian besar siswa cenderung pasif dan kesulitan menganalisis serta menyimpulkan informasi secara mandiri. Penelitian ini bertujuan untuk mengetahui pengaruh metode Gallery Walk terhadap kemampuan berpikir kritis siswa kelas V pada pembelajaran IPA. Penelitian menggunakan pendekatan kuantitatif dengan jenis quasi-experiment dan desain Nonequivalent Control Group Design. Sampel penelitian berjumlah 64 siswa yang terbagi menjadi kelas eksperimen (V-A, n=32) yang diberi perlakuan metode Gallery Walk dan kelas kontrol (V-B, n=32) yang diberi pembelajaran konvensional, ditentukan melalui teknik total sampling. Instrumen penelitian berupa 15 soal pilihan ganda yang telah diuji validitas (korelasi Product Moment Pearson) dan reliabilitas (Alpha Cronbach). Analisis data meliputi uji normalitas Shapiro-Wilk, uji homogenitas Levene, dan uji hipotesis Independent Sample T-Test dengan bantuan SPSS 28.0 for Windows. Hasil penelitian menunjukkan skor rata-rata pre-test kelas eksperimen sebesar 52,70 meningkat menjadi 82,5 pada post-test, dengan ketuntasan belajar meningkat dari 12,5% menjadi 84,4%. Sementara itu, kelas kontrol hanya meningkat dari 43,94 menjadi 52,5 dengan ketuntasan belajar dari 3,2% menjadi 9%. Uji Independent Sample T-Test memperoleh nilai t-hitung sebesar 8,594 dengan signifikansi 0,000 (p < 0,05) dan mean difference sebesar 29,938, sehingga H0 ditolak dan Ha diterima. Disimpulkan bahwa metode Gallery Walk berpengaruh signifikan terhadap peningkatan kemampuan berpikir kritis siswa kelas V pada pembelajaran IPA di SDN 106161 Laut Dendang.

The critical thinking ability of fifth-grade students in science learning at SDN 106161 Laut Dendang was still relatively low. Out of 32 students, only 13 students (41%) reached the Minimum Completeness Criteria (KKM), while most students tended to be passive and struggled to analyze and draw conclusions independently. This study aims to determine the effect of the Gallery Walk method on the critical thinking ability of fifth-grade students in science learning. This study used a quantitative approach with a quasi-experimental type and a Nonequivalent Control Group Design. The research sample consisted of 64 students divided into an experimental class (V-A, n=32) treated with the Gallery Walk method and a control class (V-B, n=32) taught with conventional learning, determined using a total sampling technique. The research instrument consisted of 15 multiple-choice questions that had been tested for validity (Pearson Product Moment correlation) and reliability (Cronbach's Alpha). Data analysis included the Shapiro-Wilk normality test, Levene's homogeneity test, and the Independent Sample T-Test using SPSS 28.0 for Windows. The results showed that the average pre-test score of the experimental class was 52.70, increasing to 82.5 in the post-test, with learning completeness increasing from 12.5% to 84.4%. Meanwhile, the control class only increased from 43.94 to 52.5, with learning completeness rising from 3.2% to 9%. The Independent Sample T-Test obtained a t-value of 8.594 with a significance of 0.000 (p < 0.05) and a mean difference of 29.938, so H0 was rejected and Ha was accepted. It is concluded that the Gallery Walk method has a significant effect on improving the critical thinking ability of fifth-grade students in science learning at SDN 106161 Laut Dendang.