Improving Students' Critical Thinking Skills Using The Problem Based Learning (PBL) Learning Model
DOI:
https://doi.org/10.59944/postaxial.v4i3.2009Keywords:
Critical thinking; Social science; Problem-based learning; Classroom action research; Elementary school.Abstract
Critical thinking skills are an essential competency in social studies learning because they allow students to identify problems, analyze information, provide reasons, draw conclusions, and solve environmental problems responsibly. However, initial observations in class V B SDN 192/II Sungai Buluh show that learning still tends to be teacher-centered and has not encouraged student involvement, with the average critical thinking ability in the pre-cycle stage only reaching 43.8%. This study aims to improve students' critical thinking skills through the application of the Problem Based Learning (PBL) model in the IPAS material of Bumiku Sayang, Bumiku Malang. The research uses Kurt Lewin's model class action research design which includes the stages of planning, implementing actions, observation, and reflection, with 21 subjects of class V B in two cycles, each consisting of two meetings. Data were collected through observation of four-scale critical thinking skills, observation of learning activities, written tests, documentation, and field notes, then analyzed descriptively quantitative and qualitatively. The results showed that the average critical thinking ability increased from 43.8% in the pre-cycle to 85.6% at the end of Cycle II, with all indicators exceeding the success criteria of at least 80%, including problem identification 84%, information analysis 84%, reasoning 84%, conclusion drawing 90%, and problem solving 86%. It can be concluded that environmental problem-based PBL is effective in creating contextual, collaborative, reflective, and student-centered IPAS learning.
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