Peningkatan Keterampilan Berpikir Kritis Murid Kelas IX pada Materi Isu-Isu Lingkungan melalui Pendekatan Deep Learning
DOI:
https://doi.org/10.53696/venn.v5i5.647Keywords:
Deep Learning, Critical Thinking Skills, Environmental IssuesAbstract
This study aimed to improve students’ critical thinking skills through the implementation of a Deep Learning approach in teaching Environmental Issues to Grade IX-2 students at SMP Negeri 3 Makassar. The study employed a Classroom Action Research (CAR) design conducted in three cycles, with each cycle consisting of four stages: (1) planning, (2) action implementation, (3) observation, and (4) reflection. The participants were 22 students from Grade IX-2 at SMP Negeri 3 Makassar. Data were collected using a critical thinking skills test and an observation sheet assessing the implementation of the Deep Learning approach. The data were analyzed using quantitative and qualitative descriptive analyses. The results showed that the students’ mean critical thinking score increased from 84.09 in Cycle I to 98.18 in Cycle II and 99.09 in Cycle III. The observation results also indicated an improvement in the implementation of the Deep Learning approach, from 73.21% in Cycle I to 94.64% in Cycle II, reaching 100% in Cycle III. Furthermore, student engagement increased from 50.00% in Cycle I to 75.00% in Cycle II and reached 100% in Cycle III. These findings indicate that the implementation of the Deep Learning approach can foster more active, meaningful, and collaborative learning, thereby contributing to the improvement of students’ critical thinking skills in learning Environmental Issues.
Downloads
References
Aisy, A. R., & Fasih, B. I. (2026). Deep Learningdalam Pembelajaran Inkuiri: Strategi Efektifdalammengembangkan Kemampuan Berpikir Abduktif Siswa Smppada Pembelajaran IPA. Jurnal Ilmiah Pendidikan Dasar, 11(2), 289–300. https://doi.org/10.23969/jp.v11i02.45281
Alfi, S., & Agung, T. (2026). Penerapan Pendekatan Deep Learning dalam Meningkatkan Kemampuan Berfikir Kritis Materi Hukum Newton. Jurnal Inovasi Pembelajaran Fisika, 4(1), 57–68. https://doi.org/10.30822/b1tkzs77
Apriniarti, M. S., & Revalina, M. (2026). Upaya Meningkatkan Pemahaman Konsep SainsSiswa Sekolah Dasar Melalui Praktikum BerbasisDeep-Learning. 7(1), 276–285.
Arikunto, S. (2016). Dasar-Dasar Evaluasi Pendidikan. PT Bumi Aksara.
Dumayanti, H., Indriani, R. P., & Hariyanti, E. N. (2022). Two-tier test: Pengembangan instrumen berpikir kritis konsep ekosistem. Phenomenon: Jurnal Pendidikan MIPA, 12(1), 48–62. https://doi.org/10.21580/phen.2022.12.1.10912
Iskandar, S., Primanita, S. R., Mufidatul, H., Pani, H., & Vika, A. . (2024). Strategi Pengelolaan Kelas Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Urnal Ilmiah PGSD FKIP Universitas Mandiri, 10(2), 156–165.
Kua, M. Y., Yohana, P. P. L., Maria, H. B. S., Mario, A. ., & Lida, K. (2026). Penerapan Deep Learningpada Materi Tekananuntuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP. Jurnal Keguruan Dan Ilmu Pendidikan(JKIP), 4(1), 8–16. https://doi.org/10.61116/jkip.v4i1.877
Mahbubah, D., & Miksan, A. (2026). Metode Gallery Walk dalam PembelajaransebagaiStrategi Pembelajaran Aktif dan Kolaboratif. Journal of Advanced Research and Studiesin Educational Technology (JARSET), 1(1), 50–63.
Marudut, M. R. ., Ishak, G. B., Kadir, & Vina, I. (2020). Peningkatan Kemampuan Berpikir Kritis Dalam Pembelajaran Ipa Melalui Pendekatan Keterampilan Proses. Basicedu, 4(3), 577–585. 10.31004/basicedu.v4i3.401
Maryati, Ali, M., & Nurmadiah. (2025). Pelaksanaan Manajemen Kelas Dalam Meningkatkan Efektivitas Proses Pembelajaran IPA Kelas VII1 di SMP Negeri 02 Tembilahan Hulu Kabupaten Indragiri Hilir. Jurnal Pelita Pendidikan, 2(2), 249–256.
Nurazizah, Z., As’ad, S. ., Endang, H., & Dian, P. P. (2025). Pembelajaran Mendalam dengan Model Project-Based Learning (PjBL) untuk Kreativitas Siswa. Pedagogia : Jurnal Pendidikan, 14(2), 239–252. https://doi.org/10.21070/pedagogia.v14i2.1957
Nurito, Laelia, N., & Rita, M. F. (2026). Optimalisasi Kemampuan Pemahaman Konsep Murid Sekolah Dasar Melalui Implementasi Pendekatan Deep Learning. Jurnal Ilmiah Pendidikan Dasar, 11(2), 392–403. https://doi.org/10.23969/jp.v11i2.45673
Putri, W. A., Astalini, & Darmaji. (2022). Analisis Kegiatan Praktikum untuk Dapat Meningkatkan Keterampilan Proses Sains dan Kemampuan Berpikir Kritis. Edukatif : Jurnal Ilmu Pendidikan, 4(3), 3361–3368.
Redaelli, S., Germani, F., Spitale, G., Biller-Andorno, N., Brown, J., & Glöckler, S. (2025). Mastering critical thinking skills is strongly associated with the ability to recognize fakeness and misinformation. Frontiers in Education, 10(1). https://doi.org/10.3389/feduc.2025.1577692
Sihombing, R., Sitompul, H., & Turnip, B. M. (2022). Analisis miskonsepsi siswa pada materi tekanan hidrostatis di SMP. Jurnal Inovasi Pembelajaran Fisika, 10(2), 89–96. https://doi.org/10.24114/inpafi.v10i2.33291
Tiruneh, D. T., De Cock, M., & Elen, J. (2021). Measuring critical thinking in physics: Development and validation of a domain-specific critical thinking test. International Journal of Science and Mathematics Education, 19(5), 1031–1052. https://doi.org/10.1007/s10763-020-10103-y
Watson, G., & Glaser, E. (2018). Critical Thinking Appraisal. Pearson Assessment.
Wiwiet, A. . (2022). Penerapan Problem Based Learning Dengan Gallery Walk Dalam Peningkatan Keterampilan Berpikir Kritis Siswa. Jurnal Guru Dikmen Dan Diksus, 5(1), 31–44.
Wiwiet, A., & Mahbubah, S. (2022). Penerapan metode Gallery Walk berbasis HOTS untuk meningkatkan keaktifan dan berpikir kritis siswa dalam pembelajaran IPA. Jurnal Inovasi Pembelajaran IPA, 8(1), 35–44. https://doi.org/10.21831/jipi.v8i1.48201
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 A.Tenri Ayu Wulandari, Ramlawati Ramlawati, Rosdiana Rosdiana
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
