ABSTRAK
Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir ditinjau dari pertanyaan dan pernyataan peserta didik kelas X IIS 2 SMA N 3 Surakarta Tahun Pelajaran 2014/2015 pada materi Ekosistem. Hasil observasi Pra-siklus menunjukkan bahwa kuantitas pertanyaan dan pernyataan berjumlah 216 pertanyaan dan 186 pernyataan. Kualitas pertanyaan dan pernyataan berada pada tingkatan berpikir C1 dan C2, sedangkan pada dimensi pengetahuan berada pada dimensi pengetahuan faktual, konseptual dan prosedural. Kemampuan berpikir peserta didik tergolong LOTS, sehingga perlu ditingkatkan. Peningkatan kemampuan berpikir peserta didik ditinjau dari pertanyaan dan pernyataan ditingkakan melalui implementasi model project based learning.
Penelitian yang dilakukan adalah penelitian tindakan kelas (PTK) yang  berlangsung selama dua siklus. Penelitian meliputi kegiatan perencanaan, pelaksanaan, observasi dan refleksi pada setiap siklus. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Validitas data dilakukan dengan teknik triangulasi data metode, sedangkan analisis data dilakukan melalui deskriptif kualitatif.
Hasil penelitian berupa kuantitas pertanyaan pada Siklus I dan Siklus II secara berurutan berjumlah 178 dan 191 pertanyaan, sedangkan kuantitas pernyataan berjumlah 359 dan 392 pernyataan. Kualitas pertanyaan peserta didik berada pada tingkatan kemampuan berpikir C1, C2, C4, C5 dan C6, sedangkan pada dimensi pengetahuan berada pada dimensi pengetahuan faktual, konseptual, prosedural dan metakognisi. Kualitas pertanyaan dan pernyataan secara signifikan meningkat pada Siklus I dan Siklus II.
Kesimpulan penelitian adalah implementasi model project based learning mampu meningkatkan kemampuan berpikir kritis ditinjau melalui pertanyaan dan pernyataan peserta didik.
Kata kunci : model project based learning, pertanyaan, pernyataan
ABSTRACT
The aim of this research was to improve critical thinking based on students’ questions and statements by project based learning in grade X IIS 2 of  SMA N 3 Surakarta academic year 2014/2015 on ecosystem chapter. The results of observation on pre-cycle showed that the quantities of students’ questions and statements were 216 questions and 186 statements. The quality of students’ questions and statements based on ordered thinking skills was identified on C1 and C2 level, meanwhile the quality of students’s questions and statements based on dimension of knowledge was identified on factual, conceptual and procedural dimension. Students’ thinking skills was classified on LOTS, therefor needed to be improved.
This research was class action research in two cycles each. The research included planning, action, observation and reflection activities in each cycle. The data was taken through direct observation, interview and documentation. The data was validated through triangulation method and analyzed through qualitative descriptive.
The result of this research showed that the quantities of students’ questions on cycle I and cycle II were 178 and 191, meanwhile the quantities of students’ statements were 359 and 392. The quality of students’ questions and statements based on ordered thinking skills was identified on C1, C2, C4, C5 and C6 level, meanwhile the quality of students’s questions and statements based on dimension of knowledge was identified on factual, conceptual, procedural and metcognition dimension. The quality of students’ questions and staements significantly increased on cycle I and cycle II.
The conclusion of this research was implementation of project based learning can improve critical thinking based on students’ questions and statements.
Keywords: project based learning, question, statement