Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa
Authors: Rivai Immawati Nur Aisyah , Wulandari Taat 
Published: December 2018

Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS.Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENTAbstractThis research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies.Keywords:debate method, lecture method, critical thinking, concepts mastery social