Upaya Peningkatan Berpikir Kritis dan Hasil Belajar Pendidikan Pancasila Melalui Model Problem Based Learning (PBL) Siswa Sekolah Dasar

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan dan menelaah kemampuan berpikir kritis serta hasil belajar peserta didik kelas IV di SD Kanisius Bedono melalui model Problem Based Learning (PBL) pada mata pelajaran Pendidikan Pancasila. Penelitian ini dilakukan dalam dua siklus yang di mana masing-masing siklus terdapat dua pertemuan. Hasil observasi pada siklus I menunjukkan bahwa kemampuan berpikir kritis peserta didik masih dalam kategori rendah yaitu dengan rata-rata 58 dan hanya terdapat 12,5% peserta didik yang mampu mencapai KKTP. Namun, saat pelaksanaan siklus II terjadi peningkatkan dengan rata-rata nilai kemampuan berpikir kritisnya menjadi 84,5% dan 95,8% peserta didik yang mampu mencapai KKTP, karena pada siklus II penerapan model Problem Based Learning (PBL) lebih tersturktur. Model Problem Based Learning (PBL) mampu mendorong peserta didik untuk lebih aktif dalam berdiskusi secara berkelompok, mengidentifikasi dan memecahkan masalah nyata, serta saling bertukar pikiran dengan teman sekelas. Penelitian ini menjelaskan betapa pentingnya menggunakan model pembelajaran yang inovatif karena untuk meningkatkan kualitas pendidikan, khususnya untuk meningkatkan kemampuan berpikir kritis di usia sekolah dasar. Peneliti berharap, sekolah dapat menerapkan model PBL secara konsisten untuk menambah pengalaman lebih bermakna dan menyenangkan bagi peserta didik.

The purpose of this study is to enhance and ezamine the critical thinking skills and learning outcomes of fourth-grade student at SD Kanisius Bedono through the Problem-Based Learning (PBL) model in the Pancasila Education subject. This research was conducted in two cycles, with each cycle consisting of two meetings. The observation students at SD Kanisius Bedono through the Problem-Based Learning (PBL) model in the Pancasila Education subject. This research was conducted in two cycles, with each cycle consisting of two meetings. The observations in the first cycle indicated that students' critical thinking skills were still in the low category, with an average score of 58, and only 12.5% of students were able to achieve the Minimum Mastery Criteria (KKTP). However, in the second cycle, there was an improvement, with the average critical thinking skill score increasing to 84.5%, and 95.8% of students successfully reaching the KKTP, due to a more structured implementation of the Problem-Based Learning (PBL) model in this cycle. The PBL model effectively encouraged students to actively engage in group discussions, identify and solve real-world problems, and exchange ideas with their classmates. This study highlights the importance of using innovative learning models to improve the quality of education, particularly in enhancing critical thinking skills at the elementary school level. The researcher hopes that schools will consistently implement the PBL model to provide students with a more meaningful and enjoyable learning experience.