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Penelitian tindakan kelas dilaksanakan dalam dua siklus, masing-masing dua pertemuan, dengan pengumpulan data melalui tes, observasi, dan kuesioner. Analisis deskriptif kuantitatif menunjukkan peningkatan sebesar 18 poin dari 68 pada siklus 1 menjadi 86 pada siklus 2, sehingga penggunaan media tersebut disimpulkan 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©2024  \nis licensed under a CC-BY-SA Vol. 8, No. 2, July 2024  \nE-ISSN: 2746-0525  \nP-ISSN: 2580-006X  \nPage: 607-630  \nMENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VII MELALUI MEDIA MONOTANGRAY PRODUK ECOENZYME  \nErvan Nugroho  \nSMART Ekselensia Indonesia, Bogor, Jawa Barat, Indonesia  \nContributor Email: [ervannugroho76@gmail.com](ervannugroho76@gmail.com)  \nReceived: June 7, 2022 Accepted: October 19, 2023 Published: July 30, 2024  \nArticle Url: [https://ojsdikdas.kemdikbud.go.id/index.php/didaktika/article/view/953](https://ojsdikdas.kemdikbud.go.id/index.php/didaktika/article/view/953)  \nAbstract  \nThis research is motivated by the low critical thinking skills of class VII A Junior High School SMART Ekselensia students on environmental pollution material. Preliminary data shows that there are eleven people or sixty-nine percent of the difficulty in having critical thinking skills with a score of 60.0 in learning. One of the efforts to overcome these problems is to use learning media which is expected to encourage and bridge critical thinking skills. The purpose of this research is to increase critical thinking skills by using eco-enzyme product monotangray media. The research was conducted through classroom action consisting of two cycles, each consisting of two meetings. Methods of data collection using tests, observations and questionnaires. The research instrument used was a written test sheet, an observation sheet for observing student learning activities, observing teacher teaching activities. The data were analyzed descriptively quantitatively. The results showed an increase in critical thinking ability by 18 points from 68 in cycle 1 to 86 in cycle 2, thus it can be concluded that learning with eco-enzyme product monotangray media can improve students’ critical thinking skills. Based on the results of this study, it is recommended for  \nother science teachers to use eco-enzyme-making media in learning the topic of environmental pollution that is adapted to the conditions and character of the class. Keywords: Critical Thinking Ability: Scientific Attitude; Environmental Pollution.   \nAbstrak  \nPenelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa kelas VII A Sekolah Menengah Pertama SMART Ekselensia pada materi pencemaran lingkungan. Data awal menunjukkan bahwa terdapat sebelas orang atau enam puluh sembilan persenkesulitan memiliki kemampuan berpikir kritis dengan skor 60.0 dalam pembelajaran. Salah satu upaya untuk mengatasi permasalahan tersebut dengan menggunakan media pembelajaran yang diperkirakan dapat mendorong dan menjembatani kemampuan berpikirkritis. Tujuan penelitian ini adalah meningkatkan kemampuan berpikir kritis dengan menggunakan media pembelajaran monotangray produk ecoenzyme. Penelitian dilakukanmelalui tindakan kelas yang terdiri dari dua siklus, masing-masing terdiri dari dua pertemuan. Metode pengumpulan data menggunakan tes, pengamatan dan kuesioner. Instrumen penelitian yang digunakan adalah lembar tes tulis, lembar pengamatan observasiaktivitas belajar siswa, observasi aktivitas mengajar guru. Data tersebut dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan meningkatnya kemampuan berpikirkritis sebesar 18 angka dari 68 pada siklus 1 menjadi 86 pada siklus 2, dengan demikian dapat disimpulkan bahwa pembelajaran dengan media pembelajaran monotangray produk pembuatan ecoenzyme dapat meningkatkan kemampuan berpikir kritis siswa. Berdasarkan hasil penelitian ini disarankan kepada guru IPA lainnya untuk menggunakan media pembelajaran monotangray produk pembuatan ecoenzyme dalam pembelajaran topik pencemaran lingkungan yang disesuaikan dengan kondisi dan karakter kelasnya.  \nKataKunci: Kemampuan Berpikir Kritis; Sikap Ilmiah; Pencemaran Lingkungan.   \nA. Pendahuluan  \nProses belajar dan hasil pembelajaran merupakan dua hal yang saling terkait dan merupakan dua hal yang saling berpengaruh. Hasil pembelajarandiartikan sebagai produk akhir d","cbCaitGsrUcc5knO","https://ap.wps.com/l/cbCaitGsrUcc5knO","pdf",278832,24,"Indonesian","# A. Pendahuluan\n## Konteks proses dan hasil pembelajaran\n## Peran pembelajaran IPA dan kompetensi\n## Konsep keterampilan berpikir dan berpikir kritis","[{\"question\":\"Apa latar belakang utama penelitian ini?\",\"answer\":\"Rendahnya kemampuan berpikir kritis siswa kelas VII A SMP SMART Ekselensia pada materi pencemaran lingkungan.\"},{\"question\":\"Bagaimana cara penelitian meningkatkan kemampuan berpikir kritis?\",\"answer\":\"Penelitian menggunakan media pembelajaran monotangray berbasis produk ecoenzyme dan dilaksanakan melalui tindakan kelas dua siklus.\"},{\"question\":\"Apa hasil peningkatan kemampuan berpikir kritis yang dicapai?\",\"answer\":\"Kemampuan berpikir kritis meningkat 18 poin, dari 68 pada siklus 1 menjadi 86 pada siklus 2.\"}]","MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VII MELALUI MEDIA MONOTANGRAY PRODUK ECOENZYME - Vol. 8, No. 2 | PDF",1789106829,8]