Pengaruh Model PBL terhadap Kemampuan Berfikir Kritis Siswa SD Dalam Mata Pelajaran IPS: Penelitian

Dhini Mufti; Fitri Yanti

doi:10.31004/jerkin.v4i1.2214

Authors

Dhini Mufti Universitas Muhammadiyah Muara Bungo
Fitri Yanti Universitas Muhammadiyah Muara Bungo

DOI:

https://doi.org/10.31004/jerkin.v4i1.2214

Keywords:

Problem Based Learning, berpikir kritis, IPS SD

Abstract

Pembelajaran IPS di sekolah dasar menghadapi tantangan dalam mengembangkan kemampuan berpikir kritis siswa. Pendekatan pembelajaran yang bersifat konvensional sering kali kurang mendorong siswa untuk berpikir mendalam dan reflektif. Model Problem Based Learning (PBL) hadir sebagai solusi alternatif yang diyakini mampu menstimulasi kemampuan berpikir tingkat tinggi, khususnya dalam menganalisis permasalahan sosial dan membuat keputusan yang logis. Penelitian ini bertujuan untuk mengetahui pengaruh model PBL terhadap kemampuan berpikir kritis siswa sekolah dasar pada mata pelajaran IPS. Fokus utama penelitian ini adalah membandingkan kemampuan berpikir kritis antara siswa yang diajar dengan model PBL dan siswa yang diajar dengan metode pembelajaran konvensional. Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen semu (quasi experiment) menggunakan pre-test dan post-test control group design. Populasi penelitian adalah siswa kelas V SDN 20 Dadok Tunggul Hitam , dengan sampel terdiri dari kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa tes berpikir kritis dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan kemampuan berpikir kritis siswa pada kelas eksperimen dibandingkan dengan kelas kontrol. Uji-t menunjukkan nilai signifikansi di bawah 0,05 yang mengindikasikan perbedaan yang bermakna secara statistik. Model PBL terbukti mampu memberikan dampak positif terhadap pengembangan pola pikir kritis siswa SD dalam pembelajaran IPS. Model Problem Based Learning dapat dijadikan alternatif pendekatan pembelajaran yang efektif dalam meningkatkan kemampuan berpikir kritis siswa sejak dini. Penerapan model ini perlu diintegrasikan secara sistematis dalam pembelajaran IPS guna mendukung pencapaian kompetensi abad ke-21.

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