Roza, Aan F. 2014. Implementation of Critical Literacy in Social Studies Learning in Class VIII A of SMPN 4 Baradatu. Thesis. Basic Education Study Program, Social Sciences Education Concentration for Junior High School, Postgraduate Program, State University of Malang. Advisor (I) Prof. Dr. Hariyono, M.Pd., (II) Prof. Dr. Anang Santoso, M.Pd.
Keywords : critical literacy, learning activities and learning outcomes.
Based on preliminary observations, it shows several problems in the social studies learning process at SMPN 4 Baradatu, including the tendency for teacher-centered learning activities (teacher centered), the low ability to read, write, speak and attitudes which have an impact on the low social studies learning outcomes of students. Therefore, efforts are needed to increase learning activities to overcome this. The application of the critical literacy learning model is one solution that can be done.
The purpose of this study was to determine the learning process using a learning model with Critical Literacy to increase student activity and social studies learning outcomes. This research is a classroom action research (PTK) which was conducted in class VIII A of the 2014/2015 academic year at SMPN 4 Baradatu with a total of 20 students. The implementation of the action is divided into two cycles, each of which is a series of sequential activities, namely the implementation of the action, observation and reflection. Learning implementation is measured by using lesson plan observation sheets, student learning activities are measured using observation sheets and learning outcomes are measured using test questions.
The results showed that: 1) The implementation of the critical literacy learning model as a whole can run well, in the first cycle the implementation of learning through RPP observation sheets arranged in the Good category with a score of 75.00 increased in the second cycle to the Very Good category with a score of 91.67 . 2) The application of the critical literacy learning model can increase student learning activities in Cycle I in the Good category with a score of 70,750, the second cycle has increased to 85,750 in the very good category. 3) The application of the critical literacy learning model can also improve student learning outcomes, in the previous stage the student's average score was 40.00. At the end of cycle I shows an increase in the average value to 66.95 and an increase at the end of cycle II to 80.93.
Some suggestions that can be delivered based on the research results are: (1) The critical literacy learning model can be one of the variations in the implementation of learning carried out by the teacher, (2) Some things that need to be considered by the teacher so that the application of the critical literacy learning model can run optimally, including ; a) adequate time allocation arrangements in accordance with planning, b) good classroom management so that students can be actively involved in every stage of learning activities; c) the readiness of students in understanding the techniques and steps of the learning model is very important so that the learning process runs smoothly and the results are in accordance with the learning objectives that have been set; d) teacher directions and guidance to students need to be carried out, especially at the stage of providing feedback on the work of other groups, (3) For further research activities, it should combine critical literacy learning models with other learning approaches or models and research is not limited to learning outcomes students from the cognitive aspects only but also includes affective and psychomotor aspects.