Pengembangan Model Pembelajaran Berbasis Interactive Flat Panel untuk Meningkatkan Kemampuan Berpikir Kritis Siswa (Studi di SDN Selante Kecamatan Plampang)
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Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa sekolah dasar akibat pembelajaran yang masih bersifat konvensional dan berpusat pada guru. Di SDN Selante Kecamatan Plampang, keterbatasan media visual statis membuat siswa pasif dan kesulitan memahami konsep abstrak. Penelitian ini bertujuan untuk mendeskripsikan pengembangan, penggunaan, dan implementasi model pembelajaran berbasis Interactive Flat Panel (IFP) dalam meningkatkan kemampuan berpikir kritis siswa. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa integrasi IFP melalui fitur multi-touch dan multimedia interaktif mampu meningkatkan partisipasi aktif, mempermudah visualisasi konsep abstrak, serta menstimulasi keterampilan berpikir tingkat tinggi melalui kolaborasi dan pemecahan masalah. Kesimpulannya, model pembelajaran berbasis IFP efektif dalam meningkatkan kemampuan berpikir kritis siswa sekolah dasar di daerah rural, dengan catatan perlunya penguatan infrastruktur dan kompetensi pedagogis guru secara berkelanjutan.
Development of an Interactive Flat Panel-Based Learning Model to Enhance Students’ Critical Thinking Skills: A Study at SDN Selante, Plampang District
Abstract
This study is motivated by the low critical thinking skills of elementary school students due to conventional and teacher-centered learning approaches. At SDN Selante, Plampang District, the limitations of static visual media cause students to remain passive and struggle with understanding abstract concepts. This study aims to describe the development, utilization, and implementation of an Interactive Flat Panel (IFP)-based learning model in enhancing students' critical thinking skills. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The results indicate that the integration of IFP through multi-touch features and interactive multimedia effectively increases active participation, facilitates the visualization of abstract concepts, and stimulates higher-order thinking skills through collaboration and problem-solving. In conclusion, the IFP-based learning model is effective in improving elementary students' critical thinking skills in rural areas, provided there is continuous reinforcement of infrastructure and teachers' pedagogical competence.
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