Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar melalui PBL Berbasis HOTS pada Muatan Pendidikan Pancasila
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Rendahnya keterampilan berpikir kritis siswa kelas IV pada muatan Pendidikan Pancasila di MI NWDI 01 Kelayu menjadi urgensi penelitian ini, yang terlihat dari kecenderungan siswa menghafal sila-sila Pancasila tanpa memahami maknanya serta kesulitan mengemukakan pendapat dan alasan logis. Penelitian ini bertujuan mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) berbasis Higher Order Thinking Skills (HOTS) terhadap keterampilan berpikir kritis siswa, serta perbedaan keterampilan tersebut sebelum dan sesudah penerapan model. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain One-Group Pretest-Posttest Design. Subjek penelitian adalah 18 siswa kelas IV MI NWDI 01 Kelayu yang ditentukan melalui sampling jenuh. Teknik pengumpulan data menggunakan tes uraian keterampilan berpikir kritis (10 butir soal, 7 valid dengan uji Product Moment Pearson dan reliabilitas Alpha Cronbach) serta lembar observasi aktivitas siswa. Teknik analisis data meliputi analisis deskriptif, uji normalitas Shapiro-Wilk, uji Paired Samples t-Test, dan uji N-Gain. Hasil penelitian menunjukkan nilai rata-rata pretest sebesar 30,00 meningkat menjadi 67,56 pada posttest. Hasil uji Paired Samples t-Test menunjukkan nilai signifikansi < 0,001 (< 0,05), sehingga H0 ditolak dan Ha diterima. Nilai N-Gain rata-rata sebesar 0,54 termasuk kategori sedang. Simpulannya, model pembelajaran PBL berbasis HOTS berpengaruh signifikan terhadap keterampilan berpikir kritis siswa dan menunjukkan peningkatan kemampuan setelah pembelajaran.
Improving Elementary School Students' Critical Thinking Skills through HOTS-Based PBL in Pancasila Education
Abstract
The low critical thinking skills of fourth-grade students in Pancasila Education content at MI NWDI 01 Kelayu underlie the urgency of this study, as shown by students' tendency to memorize the principles of Pancasila without understanding their meaning and their difficulty in expressing logical opinions and reasons. This study aims to determine the effect of the Higher Order Thinking Skills (HOTS)-based Problem Based Learning (PBL) model on students' critical thinking skills, and the difference in these skills before and after the implementation of the model. This study used a quantitative approach with a quasi-experimental method and a One-Group Pretest-Posttest Design. The subjects were 18 fourth-grade students of MI NWDI 01 Kelayu determined through saturated sampling. Data were collected using a critical-thinking essay test (10 items, 7 valid based on the Pearson Product Moment test, with reliability calculated using Cronbach's Alpha) and a student-activity observation sheet. Data analysis techniques included descriptive analysis, the Shapiro-Wilk normality test, the Paired Samples t-Test, and the N-Gain test. The results showed that the average pretest score of 30.00 increased to 67.56 in the posttest. The Paired Samples t-Test showed a significance value of < 0.001 (< 0.05), so H0 was rejected and Ha was accepted. The average N-Gain value of 0.54 was categorized as moderate. In conclusion, the HOTS-based PBL learning model has a significant effect on students' critical thinking skills and shows an increase in ability after learning.
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