Pengaruh Strategi Pembelajaran dan Pengetahuan Awal terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas XI IPA di SMA Negeri 1 Polombangkeng Selatan Kabupaten Takalar

ABSTRAK HASNAH. 2016. Pengaruh Strategi Pembelajaran dan Pengetahuan Awal terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas XI IPA di SMA Negeri 1 Polombangkeng Selatan Kabupaten Takalar (dibimbing oleh Tabrani Gani dan Muharram). Penelitian ini bertujuan untuk mengetahui: (1) perbedaan kemampuan berpikir kritis antara peserta didik yang dibelajarkan dengan strategi learning start with a question dengan peserta didik yang dibelajarkan dengan strategi self regulated learning. (2) perbedaan kemampuan berpikir kritis peserta didik yang memiliki pengetahuan awal rendah dengan pengetahuan awal tinggi yang dibelajarkan dengan strategi learning start with a question dengan peserta didik yang dibelajarkan dengan strategi self regulated learning. (3) perbedaan antara selisih kemampuan berpikir kritis peserta didik yang memiliki pengetahuan awal rendah dan pengetahuan awal tinggi yang dibelajarkan dengan strategi learning start with a question dengan peserta didik yang dibelajarkan dengan strategi self regulated learning. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen). Populasi penelitian adalah seluruh siswa kelas XI IPA SMA Negeri 1 Polombangkeng Selatan Kabupaten Takalar. Pengambilan sampel dilakukan dengan random sampling dengan tekhnik acak kelas,dengan variabel dependent yaitu kelas XI IPA 1 dibelajarkan dengan strategi learning start with a question dankelas XI IPA 2 dibelajarkan dengan strategi self regulated learning. Pengetahuan awal terdiri dari pengetahuan awal tinggi dan rendah. Pengujian hipotesis dilakukan dengan program SPSS menggunakan analisis statistika deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa: (1) Tidak ada perbedaan kemampuan berpikir kritis antara peserta didik yang dibelajarkan dengan strategi learning start with a question dengan peserta didik yang dibelajarkan dengan strategi self regulated learning. (2) ada perbedaan kemampuan berpikir kritis peserta didik yang memiliki pengetahuan awal rendah dengan pengetahuan awal tinggi yang dibelajarkan dengan strategi learning start with a question dengan peserta didik yang dibelajarkan dengan strategi self regulated learning. (3) ada perbedaan antara selisih kemampuan berpikir kritis peserta didik yang memiliki pengetahuan awal rendah dan pengetahuan awal tinggi yang dibelajarkan dengan strategi learning start with a question dengan peserta didik yang dibelajarkan dengan strategi self regulated learning. Kata kunci: Strategi Pembelajaran, Pengetahuan Awal, Berpikir Kritis. ABSTRACT HASNAH. 2016. The Influence of Learning Strategy and Initial Knowledge toward Critical Thinking Ability of Grade XI IPA Students at SMAN 1 Polombangkeng Selatan in Takalar District (supervised by Tabrani Gani and Muharram). The research aimed to discover (1) the difference of critical thinking ability between the students who were taught by using learning start with a question strategy and the students who were taught by using self regulated learning strategy, (2) the difference of critical thinking ability of the students who had low initial knowledge and high initial knowledge who were taught by using learning start with a question strategy and the students who were taught by using self regulated learning strategy, (3) the difference between critical thinking ability cleviation of the students who had low initial knowledge and high initial knowledge who were taught by using learning start with a question strategy and the students who were taught by using self regulated learning strategy. The research was quasi experiment. The populations of the research were all of grade XI IPA students at SMAN 1 Polombangkeng Selatan in Takalar District. The samples were taken by using random sampling with random classroom technique and obtained the dependent variables, namely class XI IPA 1 taught by using learning start with a question strategy and class XI IPA 2 taught by using self regulated learning strategy. Initial knowledge consisted of high and low. Hypothesis test was conducted by employing SPSS program. Data is analyzed by using descriptive statistic analysis and inferential statistics analysis. The results of the research indicate that: (1) there is not difference of critical thinking ability between the students who were taught by using learning start with a question strategy and the students who were taught by using self regulated learning strategy, (2) there is a difference of critical thinking ability of the students who had low initial knowledge and high initial knowledge taught by using learning start with a question strategy and the students taught by using self regulated learning strategy, (3) there is a difference between critical thinking ability deviation of the students who had low initial knowledge and high initial knowledge taught by using learning start with a question strategy and the students who were taught by using self regulated learning strategy. Keywords: Learning Strategy, Initial Knowledge, Critical Thinking Learnin