PENGARUH PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS ANAK USIA DINI

Qurrotul Aeni, - and Suci Utami Putri, - and Jojor Renta Maranatha, - (2025) PENGARUH PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS ANAK USIA DINI. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan berpikir kritis penting dikembangkan sejak usia dini sebagai bekal anak dalam memecahkan masalah dan mengambil keputusan. Namun, pembelajaran di PAUD masih cenderung konvensional sehingga kurang mendukung keterampilan ini. Penelitian ini bertujuan mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) terhadap kemampuan berpikir kritis anak usia dini di PAUD Al-Mardhiyah Kabupaten Purwakarta. Penelitian menggunakan pendekatan kuantitatif dengan desain preexperimental one group pretest-posttest. Subjek penelitian 15 anak kelompok B dipilih dengan purposive sampling. Data dikumpulkan melalui observasi berdasarkan lima indikator berpikir kritis: bertanya, alasan, kesimpulan, pemecahan masalah, dan evaluasi. Analisis menggunakan uji N-Gain dan uji t berpasangan. Hasil menunjukkan peningkatan signifikan kemampuan berpikir kritis setelah penerapan PBL dengan kategori sedang. PBL terbukti mendorong partisipasi aktif, keterampilan bertanya, serta kemampuan anak menghubungkan pengalaman dengan konsep. Dengan demikian, model PBL dapat direkomendasikan sebagai alternatif pembelajaran efektif untuk meningkatkan kemampuan berpikir kritis anak usia dini. ----- Critical thinking skills are important to develop from early childhood as a foundation for solving problems and making decisions. However, learning in many early childhood institutions is still conventional and less supportive of these skills. This study aims to examine the effect of the Problem Based Learning (PBL) model on children’s critical thinking skills at PAUD Al-Mardhiyah, Purwakarta Regency. The research applied a quantitative approach with a pre-experimental one group pretest-posttest design. The subjects were 15 group B children selected through purposive sampling. Data were collected through observation using five critical thinking indicators: questioning, reasoning, drawing conclusions, problem solving, and evaluation. Data were analyzed using the N-Gain test and paired sample t-test. The results showed a significant improvement in critical thinking after the application of PBL, with a moderate gain category. PBL was proven to stimulate active participation, questioning, and the ability to connect experiences with concepts. Therefore, the PBL model can be recommended as an effective alternative learning strategy to improve critical thinking skills in early childhood.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=id&view_op=list_works&authuser=3&gmla=AH8HC4wJaIF5Qq_1zGoaMNtn8AX8irojGilpzEOdoLhHxqNuTA5vZhqGDLEL2oOz_Z2H-hXa96TCGs2XAjMbwV9ltNSKkNmh6DCZ&user=0g5ESjAAAAAJ ID SINTA Dosen Pembimbing: Suci Utami Putri: 5993975 Jojor Renta Maranatha: 6667719
Uncontrolled Keywords:	Problem Based Learning, berpikir kritis, anak usia dini Problem Based Learning, critical thinking, early childhood
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Purwakarta > PGPAUD UPI Kampus Purwakarta
Depositing User:	Qurrotul Aeni
Date Deposited:	03 Sep 2025 08:51
Last Modified:	03 Sep 2025 08:51
URI:	http://repository.upi.edu/id/eprint/137399

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