THE EFFECTIVENESS OF PBL MODEL IN IMPROVING STUDENTS’ CRITICAL THINKING SKILLS IN SCIENCE LEARNING IN SDN DUREN SAWIT 14: A MIXED METHODS RESEARCH

Suprihatin Suprihatin, Naeli Sri Astuti, Tika Lida Mulianti, Melanita Melanita, Retnowati Retnowati

Abstract


The development of critical thinking skills is an important requirement in 21st-century learning, especially in Natural and Social Sciences (IPAS) learning in elementary schools. However, learning that is still dominated by conventional and teacher-centered methods causes students' critical thinking skills to not develop optimally. This study aims to analyze the effect of the PBL model on improving students' critical thinking skills and describe the process of its implementation in IPAS learning. This study used a mixed methods design that combines quantitative and qualitative approaches. The research subjects consisted of two elementary school classes IV-A (29 students) and IV-B (29 students). Quantitative data were collected through critical thinking skills tests and analyzed using descriptive statistics and independent sample t-tests. The qualitative approach was carried out through observation, interviews, and documentation studies to obtain an in-depth picture of the implementation of the PBL model. The results of the hypothesis test showed that at the pre-test stage there was no significant difference between the experimental class and the control class (t-count = 2.470; Sig. = 0.020), so that students’ initial abilities were relatively equal. However, the t-test results on the post-test showed a significant difference between the two classes (t-count = 7.228; Sig. = 0.001), with the average post-test score of the experimental class being higher than the control class. The qualitative findings support the quantitative results by showing that the implementation of PBL improves students' activeness, problem-analyzing abilities, and collaborative skills. Thus, it can be concluded that the Problem-Based Learning model is effective in improving students’ critical thinking skills and creating more active and meaningful science learning in elementary schools.

Keywords


critical thinking; PBL; natural and social sciences; collaborative skills

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i3.9827

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