ANALISIS PENERAPAN DISCOVERY LEARNING BERBASIS DEEP LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA KELAS VII

Abstract

ABSTRACT

Social Studies learning that combines discovery processes with deep learning experiences provides considerable opportunities for students to engage in critical thinking skills. This study examines this process among seventh-grade students in class VII-D using a descriptive qualitative approach, involving one Social Studies teacher and ten students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and their trustworthiness was examined through source and technique triangulation. The learning process was carried out through six stages of Discovery Learning, namely stimulation, problem statement, data collection, data processing, verification, and generalization, supported by the “Social Detective” student worksheet, videos, online news, question cards, and Google Forms. All of Facione’s critical thinking indicators emerged during the learning activities. Interpretation was the most prominent indicator, whereas self-regulation was relatively limited because some students still required guiding questions. Teacher readiness, contextual worksheets, and diverse learning resources supported the implementation, while unfocused use of mobile phones, difficulties in understanding worksheet instructions, and the dominance of certain group members became obstacles affecting students’ independence and equitable participation during learning. These findings indicate that integrating Discovery Learning and Deep Learning can strengthen investigation, discussion, presentation, and reflection, with self-regulation remaining an aspect that needs further development.

ABSTRAK

Pembelajaran IPS yang menggabungkan proses penemuan dengan pengalaman belajar mendalam memperlihatkan ruang yang cukup luas bagi siswa untuk menggunakan keterampilan berpikir kritis. Penelitian ini menelaah proses tersebut pada siswa kelas VII-D melalui pendekatan kualitatif deskriptif, dengan melibatkan seorang guru IPS dan sepuluh siswa yang dipilih secara purposive sampling. Informasi penelitian dihimpun melalui observasi, wawancara semiterstruktur, dan dokumentasi, kemudian diuji keterpercayaannya melalui triangulasi sumber dan teknik. Pelaksanaan pembelajaran berlangsung dalam enam tahap Discovery Learning, yakni stimulation, problem statement, data collection, data processing, verification, dan generalization, dengan dukungan LKPD “Detektif Sosial”, video, berita daring, kartu pertanyaan, dan Google Form. Seluruh indikator berpikir kritis Facione muncul dalam aktivitas belajar. Interpretasi tampak paling menonjol, sedangkan regulasi diri relatif terbatas karena sebagian siswa masih membutuhkan pertanyaan pemandu. Kesiapan guru, LKPD kontekstual, serta keragaman sumber belajar mendukung pelaksanaan, sementara penggunaan handphone yang kurang terarah, kesulitan memahami instruksi LKPD, dan dominasi anggota tertentu dalam diskusi menjadi hambatan yang memengaruhi kemandirian dan pemerataan keterlibatan siswa selama pembelajaran. Temuan tersebut memperlihatkan bahwa integrasi Discovery Learning dan Deep Learning dapat menguatkan proses penyelidikan, diskusi, presentasi, dan refleksi, dengan regulasi diri sebagai aspek yang perlu diperkuat.