The Moderating Effect of Learning Independence On the Effect of Reciprocal Teaching Method On Students’ Critical Thinking Skill (Experimental Study on Economic Subject of Class X IPS SMA N 1 Sumber - Cirebon Regency).

The ability to think critically is very important for students because one’s ability to be able to succeed in his life is determined by, among others, his thinking skills, especially in the effort to solve life's problems that he faces. The purpose of this study is to test the theory of CTL (Constructivist Theories of Learning) by analyzing the first, The Effect of Reciprocal Teaching learning methods and Discussion methods on students' critical thinking skills. Second, the effect of learning independence on students' critical thinking skills. Third, the effect of the interaction between the Reciprocal Teaching Method and learning independence on students' Critical Thinking Skill. The method used in this study is an experimental method with a comparative approach. The design used is factorial. The subject of the research were all students of class X IPS3 and X IPS4 SMA Negeri 1 Sumber, as many as 72 students. The instrument used are consisted of tests of critical thinking skills and a learning independence questionnaire. Data was analyzed with the test of two-way ANOVA. Based on the analysis results obtained: (1) The learning methods affect students' critical thinking skills, with sig. value 0.008 < 0.050, (2) Learning independence has a significant effect on students' critical thinking skills, with sig value 0,000 < 0.050, (3) There was no interaction effect between the learning methods and learning independence on students' critical thinking skill, with sig value 0.432 > 0.050. Based on the results of the study it can be concluded that: (1) learning with the reciprocal teaching method is more effective in improving students' critical thinking skills compared to the discussion method, (2) There are differences in the influence of high, medium and low learning independence in influencing the critical thinking skills of students in the experimental class and control class, the value of students' critical thinking skills with high levels of learning independence is more effective when compared to students with moderate and low levels of learning independence, (3) the moderator variable is not strengthening and weakening the independent variable, meaning that Reciprocal teaching learning methods and learning independence both play an important role and provide a major contribution in supporting the development of students' critical thinking skills