Implementasi Metode Pembelajaran Berbasis Proyek Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar
DOI:
https://doi.org/10.36312/jar.v4i1.3085Keywords:
Metode Pembelajaran Berbasis Proyek, Berpikir KritisAbstract
Tantangan utama dalam pendidikan adalah memastikan metode pembelajaran yang digunakan guru mampu meningkatkan kemampuan berpikir kritis siswa. Pembelajaran berbasis proyek (Project-Based Learning/PBL) semakin mendapat perhatian karena dinilai memberikan pengalaman belajar yang bermakna, mendalam, dan kontekstual. Namun, implementasinya di tingkat sekolah dasar masih jarang dikaji secara mendalam. Penelitian ini bertujuan menganalisis implementasi PBL dalam meningkatkan kemampuan berpikir kritis siswa kelas VI di SDN Lenggahjaya 02 Cabangbungin. PBL merupakan pendekatan yang menekankan pada kerja kolaboratif, pemecahan masalah nyata, serta pengembangan keterampilan berpikir kritis. Penelitian ini menggunakan metode kualitatif dengan teknik observasi, wawancara, dan studi dokumen. Hasil penelitian menunjukkan bahwa penerapan PBL secara signifikan meningkatkan kemampuan berpikir kritis siswa, dari skor awal 38,18 menjadi 85,63. Selain itu, siswa menjadi lebih aktif, termotivasi, dan mampu mengembangkan keterampilan abad ke-21. Temuan ini memberikan wawasan mengenai implemnetasi PBL di pendidikan dasar serta menjadi dasar rekomendasi untuk optimalisasi penerapannya di sekolah-sekolah dasar.
The main challenge in education is to ensure that the learning methods used by teachers are able to improve students' critical thinking skills. Project-Based Learning (PBL) is increasingly gaining attention because it is considered to provide meaningful, in-depth, and contextual learning experiences. However, its implementation at the elementary school level has rarely been studied in depth. This study aims to analyze the implementation of PBL in improving critical thinking skills of grade VI students at SDN Lenggahjaya 02 Cabangbungin. PBL is an approach that emphasizes collaborative work, real-world problem solving, and the development of critical thinking skills. This study used qualitative methods with observation, interview, and document study techniques. The results showed that the implementation of PBL significantly improved students' critical thinking skills, from an initial score of 38.18 to 85.63. In addition, students became more active, motivated, and able to develop 21st-century skills. These findings provide insight into the implementatio of PBL in elementary education and form the basis for recommendations for optimizing its implementation in elementary schools.
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