BAB V
SIMPULAN, IMPLIKASI DAN REKOMENDASI
A. SIMPULAN
Persentase kemunculan dan pencapaian indikator-indikator
reasoning skill siswa baik SMA X maupun SMA Y masih rendah untuk
beberapa elemen reasoning skill seperti elemen “advance” dan elemen “counter alternate/critique”. Rendahnya persentase kemunculan dan pencapaian elemen-elemen reasoning skill mengindikasikan bahwa
kemampuan reasoning skill siswa belum terlatih dengan baik saat
pembelajaran. Hasil ini berhubungan dengan kemunculan level activities
pembelajaran yang mengembangkan kemampuan reasoning skill di kelas.
Metode pengajaran guru belum menerapkan seluruh level activities
pembelajaran reasoning skill. Hasil observasi menunjukkan bahwa
penerapan tahapan aktivitas pembelajaran reasoning skill di kelas hanya
terbatas pada fase 1 dan lebih banyak kegiatan pembelajaran “generating reason” dan “elaborating reason”. Hal ini menyebabkan siswa sulit untuk mengembangkan kemampuan reasoning skillnya. Pengajaran guru yang
cenderung teacher oriented dan kurang melibatkan siswa dalam proses
pembelajaran. Faktor lain yang dimungkinkan menjadi penghambat
pengembangan reasoning skill siswa di sekolah adalah iklim belajar
sekolah yang cenderung membiasakan siswa untuk menghapalkan konsep
tanpa mengembangkan penerapan konsep dan analisis konsep materi
pembelajaran.
B. IMPLIKASI DAN REKOMENDASI
Berdasarkan simpulan tersebut diperlukan upaya untuk melatih
reasoning skill siswa dalam pembelajaran di kelas. Kemampuan reasoning
terkait dengan berpikir logis dan kreatif. Beberapa hal yang dapat
dijadikan rekomendasi untuk penerapan reasoning skill di sekolah sebagai
berikut:
1. Guru/Pendidik
Sebelum menerapkan pembelajaran yang melatih penalaran, sebaiknya
guru membaca literature mengenai tahapan pembelajaran yang
menerapkan kemampuan penalaran. Setiap tahapan pembelajarannya
dipahami dengan baik. Setelah menemukan metode-metode yang tepat,
guru dapat merancangnya dalam rencana pelaksanaan pembelajaran
(rpp) dan pembuatan assessment kemudian diterapkan dalam
pembelajaran di kelas.
2. Pembuat Kebijakan Pendidikan
Bagi pembuat kebijakan pendidikan dalam pelaksanaannya nanti
sebaiknya penerapan pembelajaran reasoning skill sebaiknya
dilakukan berjenjang. Hal ini dilakukan agar siswa telah terbiasa
dengan pembelajaran reasoning skill sehingga pada jenjang pendidikan
yang lebih tinggi guru hanya mengembangkan reasoning skill bukan
melatih reasoning skill. Selain kegiatan pembelajaran yang berjenjang,
untuk evaluasi akhir tidak hanya diujikan hapalan dan pemahaman
siswa tetapi juga kemampuan penalaran siswa.
3. Peneliti Pendidikan
Bagi para peneliti lain yang ingin melakukan penelitian reasoning skill
seperti ini, sebaiknya melakukan kajian literature yang berkaitan
dengan reasoning skill. Penelitian lanjutan dapat dilakukan dengan
melatih guru untuk merancang tahapan pembelajaran yang melatih
reasoning skill. Pelatihan reasoning skill juga dapat diterapkan kepada
siswa. Pelatihan dapat dilakukan berjenjang dan bertahap. Untuk
perolehan data yang diinginkan dapat disesuaikan dengan tujuan
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