Pengaruh Model Pembelajaran Deep Dialogue and Critical Thinking (DDCT) terhadap Kemampuan Berpikir Kritis Siswa

Abstract

This study aims to determine the effect of the Deep Dialogue and Critical Thinking (DDCT) learning model on students’ critical thinking skills in mathematics subjects for eighth-grade students at SMPN 20 Mataram in the 2024/2025 academic year. This research employed a quantitative approach with a quasi-experimental research design. The research design used was the Nonequivalent Control Group Design. The population of this study consisted of all eighth-grade students, while the samples were selected using a purposive sampling technique, consisting of an experimental class and a control class. The experimental class was taught using the DDCT learning model, while the control class was taught using a conventional learning model. Data were collected through critical thinking skills tests, observations, and documentation. The data were analyzed using statistical tests including normality tests, homogeneity tests, and hypothesis testing using the t-test. The results of the study indicate that there is a significant effect of the implementation of the DDCT learning model on students’ critical thinking skills in mathematics learning. Students who were taught using the DDCT model demonstrated better critical thinking skills compared to those who were taught using conventional learning methods. Therefore, the DDCT learning model can be used as an alternative learning approach to improve students’ critical thinking skills in mathematics learning.