Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Kritis Siswa Kelas IV pada Pembelajaran IPA di SDN 1 Kuripan
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Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa kelas IV di SDN 1 Kuripan pada mata pelajaran Ilmu Pengetahuan Alam (IPA), khususnya materi sumber energi. Latar belakang penelitian didasarkan pada rendahnya kemampuan berpikir kritis siswa sekolah dasar di Indonesia, yang tercermin dari hasil PISA 2018 dan TIMSS 2015 yang menempatkan Indonesia pada peringkat bawah dalam literasi sains. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental tipe Nonequivalent Control Group Design. Populasi penelitian melibatkan seluruh siswa kelas IV berjumlah 48 orang, dengan pembagian 23 siswa pada kelas eksperimen dan 25 siswa pada kelas kontrol. Instrumen yang digunakan berupa tes esai berpikir kritis berdasarkan indikator Ennis (2024) dan Facione (2020), dengan validitas diuji melalui expert judgment dan Pearson r, serta reliabilitas menggunakan Cronbach’s Alpha. Analisis data dilakukan melalui uji normalitas, homogenitas, independent sample t-test, dan perhitungan effect size. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kelas eksperimen dan kontrol (Sig. < 0,05) dengan nilai rata-rata post-test kelas eksperimen lebih tinggi. Nilai effect size sebesar 1,33 mengindikasikan pengaruh yang sangat kuat. Temuan ini menegaskan bahwa PBL efektif meningkatkan kemampuan berpikir kritis siswa secara signifikan dan merata, serta memiliki implikasi praktis bagi guru dalam mengembangkan pembelajaran IPA yang menekankan keterlibatan aktif dan pemecahan masalah otentik.
The Effect of Problem-Based Learning Model on Critical Thinking Skills of Fourth-Grade Students in Science Learning at SDN 1 Kuripan
This study aims to analyze the effect of implementing the Problem-Based Learning (PBL) model on the critical thinking skills of fourth-grade students at SDN 1 Kuripan in science subjects, specifically the topic of energy sources. The research background is based on the low critical thinking performance of Indonesian elementary students, as reflected in the 2018 PISA and 2015 TIMSS results that ranked Indonesia among the lowest in science literacy. A quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type was employed. The population comprised 48 fourth-grade students, divided into 23 in the experimental class and 25 in the control class. The instrument was an essay test on critical thinking, constructed based on the indicators of Ennis (2024) and Facione (2020), validated through expert judgment and Pearson r, and tested for reliability using Cronbach’s Alpha. Data analysis included normality and homogeneity tests, an independent sample t-test, and effect size calculation. The results revealed a significant difference between the experimental and control groups (Sig. < 0.05), with the experimental group achieving higher post-test scores. The effect size of 1.33 indicated a very strong influence. These findings confirm that PBL is highly effective in significantly and equitably enhancing students’ critical thinking skills, with practical implications for teachers to design science learning that emphasizes active engagement and authentic problem-solving.
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