PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN GUIDED INQUIRY TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA KELAS VI PADA PEMBELAJARAN IPS DI SEKOLAH DASAR

Brilian Sejatining Latif, - and Disman, - and Sapriya, - (2025) PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN GUIDED INQUIRY TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA KELAS VI PADA PEMBELAJARAN IPS DI SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang menekankan integrasi pengetahuan, keterampilan, dan sikap dengan penguasaan teknologi informasi, serta pengembangan kompetensi 4C (critical thinking, creativity, collaboration, communication). Keterampilan berpikir kritis menjadi salah satu kompetensi penting yang harus dimiliki peserta didik agar mampu menghadapi tantangan global. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Problem Based Learning (PBL) dan Guided Inquiry (GI) terhadap keterampilan berpikir kritis peserta didik pada pembelajaran Ilmu Pengetahuan Sosial (IPS) di sekolah dasar. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain counterbalance. Subjek penelitian adalah peserta didik kelas VI sekolah dasar yang dibagi ke dalam kelompok pembelajaran PBL, GI, dan kontrol dengan model ceramah bervariasi. Analisis data dilakukan menggunakan uji statistik parametrik melalui aplikasi SPSS versi 26. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan signifikan keterampilan berpikir kritis antara peserta didik yang belajar dengan model PBL dan GI, dengan hasil akhir PBL lebih unggul, (2) tidak terdapat perbedaan keterampilan berpikir kritis antara kelas yang memulai pembelajaran dengan PBL dilanjutkan GI maupun sebaliknya, dan (3) urutan penerapan model PBL dan GI tidak berpengaruh signifikan terhadap tingkat keterampilan berpikir kritis peserta didik. Berdasarkan temuan tersebut dapat disimpulkan bahwa penerapan model pembelajaran PBL dan GI berpengaruh positif dalam meningkatkan keterampilan berpikir kritis peserta didik, dengan PBL memberikan hasil yang lebih tinggi dibandingkan GI. Keduanya terbukti lebih efektif daripada model ceramah bervariasi, karena mampu memfasilitasi siswa untuk aktif berpikir, mengajukan pertanyaan kritis, serta mengaitkan informasi dengan konteks nyata. Dengan demikian, pemilihan model pembelajaran inovatif seperti PBL dan GI dapat menjadi strategi efektif bagi guru dalam mengoptimalkan kemampuan berpikir kritis peserta didik pada pembelajaran IPS di sekolah dasar. This study was motivated by the demands of 21st-century education, which emphasizes the integration of knowledge, skills, and attitudes with mastery of information technology, as well as the development of 4C competencies (critical thinking, creativity, collaboration, communication). Critical thinking skills are one of the important competencies that students must possess in order to face global challenges. This study aims to determine the effect of implementing the Problem-Based Learning (PBL) and Guided Inquiry (GI) models on students' critical thinking skills in Social Studies (IPS) learning at the elementary school level. The research method used is a quasi-experimental design with a counterbalance design. The research subjects were sixth-grade elementary school students divided into PBL, GI, and control groups with varying lecture models. Data analysis was conducted using parametric statistical tests via SPSS version 26. The results showed that (1) there was a significant difference in critical thinking skills between students who learned using the PBL and GI models, with PBL yielding superior results, (2) there was no difference in critical thinking skills between classes that started with PBL followed by GI or vice versa, and (3) the order of applying the PBL and GI models did not significantly affect students' critical thinking skills. Based on these findings, it can be concluded that the application of the PBL and GI learning models has a positive effect on improving students' critical thinking skills, with PBL yielding higher results than GI. Both are proven to be more effective than the varied lecture model, as they enable students to actively think, ask critical questions, and connect information to real-world contexts. Therefore, selecting innovative learning models such as PBL and GI can be an effective strategy for teachers to optimize students' critical thinking skills in social studies learning at elementary schools.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=en&user=_b8pCJgAAAAJ ID SINTA Dosen Pembimbing Disman : 5991816 Sapriya : 5987047
Uncontrolled Keywords:	Problem Based Learning (PBL), Guided Inquiry (GI),Keterampilan Berpikir Kritis. Problem Based Learning (PBL), Guided Inquiry (GI), Critical Thinking Skills
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Fakultas Ilmu Pendidikan > Pendidikan Dasar - S2
Depositing User:	Brilian Sejatining Latif
Date Deposited:	16 Sep 2025 04:22
Last Modified:	16 Sep 2025 04:22
URI:	http://repository.upi.edu/id/eprint/139441

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