PERAN MODEL PROBLEM BASED LEARNING DALAM MENDORONG KETERAMPILAN BERPIKIR KRITIS SISWA PADA PELAJARAN IPAS SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v10i02.30368Keywords:
Problem Based Learning, critical thinking, IPASAbstract
This study examines the effectiveness of the Problem Based Learning (PBL)
model in improving critical thinking skills of fifth grade students in Natural and
Social Sciences (IPAS) learning at SDN Sumbersari, Kabupaten Purwakarta, in
the 2024/2025 academic year. Classroom action research used Stringers
Look–Think–Act cycle for two cycles with 30 students. The observation instrument
was developed based on five groups of critical thinking indicators, including simple
explanations, basic support, inferences, advanced explanations, and strategies
and tactics. The results showed an increase in the average critical thinking score
from 76.40 in Cycle I to 84.95 in Cycle II (an increase of 8.55 points). All indicators
increased, confirming that PBL provides an authentic problem-solving context that
stimulates reasoning, reflection, and metacognitive awareness. These findings
recommend the wider application of PBL to foster higher-order thinking skills in
elementary schools.
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