%O https://scholar.google.com/citations?user=0iThvgYAAAAJ&hl=id

ID SINTA Dosen Pembimbing 
Afridha Laily Alindra: 6842145
Primanita Sholihah Rosmana: 6745893
%A - Nur Fitri Halimah
%A - Afridha Laily Alindra
%A - Primanita Sholihah Rosmana
%I Universitas Pendidikan Indonesia
%D 2025
%L repoupi136598
%T PENGARUH MODEL PROJECT BASED LEARNING (PJBL) TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR: Quasy Experiment pada Siswa Kelas V SDIT Al Bina Purwakarta Tahun Ajaran 2024/2025
%K Kemampuan Berpikir Kritis, Model Project Based Learning, Sekolah dasar

Critical Thinking Skills, Project Based Learning Model, Elementary School
%X Kemampuan berpikir kritis adalah kemampuan untuk menganalisis, mengevaluasi, dan menyintesis informasi secara logis dan reflektif guna mengambil keputusan yang tepat. Namun, realitas di lapangan menunjukkan bahwa kemampuan berpikir kritis siswa sekolah dasar masih tergolong lemah. Hal ini disebabkan oleh proses pembelajaran di kelas sering kali hanya berfokus pada kemampuan siswa untuk menghafal informasi Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning(PjBL) terhadap peningkatan kemampuan berpikir kritis siswa dalam pembelajaran IPAS di Sekolah Dasar. Penelitian ini menggunakan metode quasy experiment dengan desain non-equivalent control group. Sampel penelitian terdiri dari dua kelas, masing-masing 25 siswa: kelas eksperimen menggunakan PjBL, dan kelas control menggunakan pembelajaran kooperatif tipe Think Pair Share. Instrumen yang digunakan adalah tes uraian yang telah divalidasi dan reliabel, serta lembar observasi keterlibatan siswa. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara kemampuan berpikir kritis siswa yang menggunakan model PjBL dengan siswa yang menggunakan model pembelajaran kooperatif tipe Think Pair Share. Model PjBL memberikan kontribusi sebesar 71% terhadap peningkatan kemampuan berpikir kritis siswa. Kelas eksperimen memiliki nilai N-Gain sebesar 0,65, sedangkan kelas kontrol memiliki nilai N-Gain sebesar 0,31. Dengan demikian, dapat disimpulkan bahwa model PjBL efektif dalam meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran IPAS.
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Critical thinking skills are the ability to analyze, evaluate, and synthesize information logically and reflectively in order to make the right decisions. This skill is important to develop from an early age because it helps students understand and solve problems effectively in everyday life. However, the reality in the field shows that the critical thinking skills of elementary school students are still relatively weak. This is because the learning process in the classroom often only focuses on students' ability to memorize information. This study aims to determine the effect of the Project Based Learning (PjBL) model on improving students' critical thinking skills in science learning in elementary schools. This study used a quasi-experimental method with a non-equivalent control group design. The research sample consisted of two classes, each with 25 students: the experimental class using PjBL, and the control class using cooperative learning type Think Pair Share. The instruments used were a validated and reliable essay test, as well as a student engagement observation sheet. The results showed that there was a significant difference between the critical thinking skills of students who used the PjBL model and those who used the cooperative learning model Think Pair Share. The PjBL model contributed 71% to improving students' critical thinking skills. The experimental class had an N-Gain value of 0.65, while the control class had an N-Gain value of 0.31. Thus, it can be concluded that the PjBL model is effective in improving students' critical thinking skills in science learning.