Keefektifan Model Pembelajaran Problem Based Learning Pada Konsep Penjumlahan Bersusun Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kolaboratif Siswa Kelas II SD N 2 Mororejo
Authors
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Salsabilla Naufi Rahma
Universitas PGRI Semarang
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Iin Purnamasari
Universitas PGRI Semarang
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Aries Tika Damayani
Universitas PGRI Semarang
DOI:
https://doi.org/10.36312/jar.v5i3.6227Keywords:
Problem Based Learning, berpikir kritis, kolaboratif, penjumlahan bersusun, sekolah dasarAbstract
Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran Problem Based Learning pada konsep penjumlahan bersusun dalam meningkatkan keterampilan berpikir kritis dan kolaboratif siswa kelas II SD Negeri 2 Mororejo. Penelitian menggunakan metode Pre-Experimental Design dengan desain One Group Pretest-Posttest Design. Sampel penelitian berjumlah 31 siswa kelas II SD Negeri 2 Mororejo. Teknik pengumpulan data meliputi tes, observasi, dan dokumentasi. Analisis data dilakukan melalui uji normalitas, uji paired sample t-test, dan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest sebesar 66,85 meningkat menjadi 86,77 pada posttest. Hasil uji paired sample t-test memperoleh nilai signifikansi 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara hasil sebelum dan sesudah penerapan model Problem Based Learning. Nilai rata-rata N-Gain sebesar 0,5678 termasuk kategori sedang. Selain itu, hasil observasi keterampilan kolaboratif menunjukkan persentase 92,61% dengan kategori sangat baik. Dengan demikian, model Problem Based Learning efektif meningkatkan keterampilan berpikir kritis dan kolaboratif siswa pada pembelajaran konsep penjumlahan bersusun.
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