PENGARUH STRATEGI PEMBELAJARAN DAN DISPOSISI BERPIKIR KRITIS TERHADAP HASIL BELAJAR ELEKTRONIKA 3 DENGAN MENGONTROL PENGETAHUAN PRASYARAT

Strategi pembelajaran sebagai faktor eksternal dianggap memiliki efek fasilitatif atau menghambat perkembangan faktor-internal peserta-didik yang mempengaruhi hasil-belajar. Penelitian ini dilakukan dengan tujuan untuk menganalisis pengaruh strategi pembelajaran (Inquiry-based Learning dan Project-based Learning) dan disposisi berpikir-kritis terhadap hasil-belajar Elektronika-3 dengan mengontrol pengetahuan prasyarat. Penelitian dilakukan menggunakan metode quasi eksperimen dengan desain treatment by level 2x2 di Program Studi Pendidikan Teknik Elektronika Fakultas Teknik Universitas Negeri Jakarta dengan 84 mahasiswa sebagai sampel penelitian. Lembar observasi dan Lembar Kerja Mahasiswa digunakan untuk memastikan seluruh mahasiswa melaksanakan langkah-langkah strategi pembelajaran Inquiry-based Learning atau Project-based Learning. Data-data hasil penelitian dianalisis menggunakan ANAKOVA dan tes Tukey. Hasil penelitian menunjukkan bahwa: (1) hasil belajar Elektronika-3 kelompok mahasiswa yang mengikuti strategi Inquiry-based Learning lebih tinggi dibandingkan kelompok mahasiswa yang mengikuti strategi Project-based Learning; (2) terdapat pengaruh interaksi antara strategi pembelajaran dan disposisi berpikir-kritis terhadap hasil belajar Elektronika 3; dan (3) mahasiswa yang mempunyai tingkat disposisi berpikir-kritis tinggi, hasil-belajar Elektronika-3 yang mengikuti strategi Inquiry-based Learning lebih tinggi dibandingkan dengan hasil belajar Elektronika-3 mahasiswa yang mengikuti strategi Project-based Learning. Kata kunci: Inquiry-based Learning, Project-based Learning, Disposisi Berpikir Kritis, Strategi Pembelajaran. *************** Learning strategies as external factors are considered to have a facilitative effect or inhibit the development of internal factors of students that affect learning outcomes. The research objective was to analyze the effect of learning strategies (Inquiry-based Learning and Project-based Learning) and critical-thinking dispositions on learning outcomes Electronics-3 by controlling the prerequisite knowledge. The research was conducted using a quasi-experimental method with a 2x2 treatment by level design in the Electronics Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta with 84 students as the research sample. Observation sheets and student worksheets are used to ensure that all students carry out the steps for the Inquiry-based Learning or Project-based Learning strategy. The research data were analyzed using ANACOVA and Tukey test. The results showed that: (1) the results of learning Electronics-3 groups of students who followed the Inquiry-based Learning strategy were higher than the groups of students who followed the Project-based Learning strategy; (2) there is an interaction effect between learning strategies and critical-thinking dispositions on learning outcomes Electronics 3; and (3) students who have high critical-thinking disposition, Electronics-3 learning outcomes who follow the Inquiry-based Learning strategy are higher than students who follow the Project-based Learning strategy. Keywords: Inquiry-based Learning, Project-based Learning, Learning Strategies, Critical-thinking Disposition