ABSTRAK Penelitian ini bertujuan untuk mengetahui bagaimana kemampuan awal keterampilan proses sains dan keterampilan keterampilan berpikir kritis siswa kelas V di SDN Sidoraharjo, dan pengaruh model pembelajaran kooperatif tipe Team Asisted Individualization (TAI) terhadap keterampilan proses sains dan keterampilan keterampilan berpikir kritis. Penelitian ini dilakukan pada kelas V di SDN Sidoraharjo dengan pendekatan kuantitatif dan metode eksperimen dengan desains quasi eksperimen yang berupa Nonequivalent Control Group Design. Kemampuan awal keterampilan proses sains dan keterampilan keterampilan berpikir kritis antara kelas kontrol dan kelas eksperimen masih rendah, dikarenakan hasil dari pretest keterampilan proses sains dan keterampilan keterampilan berpikir kritis mendapatkan hasil 35% siswa tuntas dan 75% siswa tidak tuntas. Analisis data menggunakan uji-t dua sampel independen dan hasil dari perhitungan pengaruh model pembelajaran kooperatif tipe Team Asisted Individualization terhadap keteramplan proses sains adalah thitung > ttabel atau 3,183>2,025, hal ini juga terjadi pada pengaruh model pembelajaran kooperatif tipe Team Asisted Individualization terhadap keteramplan keterampilan berpikir kritis yang memperoleh hasil thitung > ttabel atau 3,1410>2,025. Penelitian ini menunjukkan bahwa model pembelajaran kooperatif tipe Team Asisted Individualization (TAI) terdapat perbedaan antara kelas eksperimen dan kelas kontrol, maka dari perbedaan tersebut perlakuan yang berupa pembelajaran menggunakan model pembelajaran kooperatif tipe Team Asisted Individualization (TAI) berpengaruh terhadap keterampilan proses sains dan keterampilan keterampilan berpikir kritis siswa kelas V di SDN Sidoraharjo Kedamean Gresik. Kata Kunci: Model Pembelajaran Kooperatif tipe Team Asisted Individualization, Keterampilan proses sains, Keterampilan Keterampilan berpikir kritis

ABSTRACT This study aims to determine how the early abilities of science process skills and critical thinking skills of fifth grade students in SDN Sidoraharjo, and the effect of cooperative learning model type Team Asisted Individualization (TAI) on science process skills and critical thinking skills. This research was conducted on class V at Sidoraharjo Elementary School with a quantitative approach and experimental method with a quasi-experimental design in the form of Nonequivalent Control Group Design. The initial ability of science process skills and critical thinking skills between the control class and the experimental class is still low, because the results of the pretest of science process skills and critical thinking skills get results of 35% of students complete and 75% of students not complete. Data analysis using t-test two samples independent and the results of calculating of the effect of cooperative learning model Team Asisted Individualization type to the ability of science process is tcount> ttable or 3.183> 2.025, this also occurs in the influence of Team Asisted Individualization cooperative learning models to thinking ability critical who get the results of tcount> ttable or 3.1410> 2.025. This study shows that the cooperative learning tiype Team Asisted Individualization (TAI) model has differences between the experimental class and the control class, so the difference in treatment in the form of learning using the Team Asisted Individualization (TAI) cooperative learning model influences science process skills and critical thinking skills fifth grade students at SDN Sidoraharjo Kedamean Gresik. Keywords: Cooperative Learning Model Type Team Asisted Individualization, Science Process Skills, Critical Thinking Skill

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