TY  - THES
KW  - Problem Based Learning
KW  -  kemampuan berpikir kritis
KW  -  pembelajaran sejarah
KW  -  model pembelajaran inovatif

Problem Based Learning
KW  -  critical thinking skills
KW  -  history learning
KW  -  innovative learning model
N2  - Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa dalam pembelajaran sejarah yang cenderung berfokus pada hafalan dan jawaban faktual. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Problem Based Learning (PBL) serta mengetahui peningkatan kemampuan berpikir kritis siswa setelah model tersebut diterapkan. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis & McTaggart yang dilaksanakan dalam tiga siklus, masing-masing terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas XII IPA 5 SMAN 14 Bandung tahun ajaran 2024/2025.
Hasil penelitian menunjukkan bahwa penerapan PBL dapat meningkatkan kemampuan berpikir kritis siswa secara bertahap dari siklus I hingga siklus III. Pada siklus I, siswa masih cenderung pasif dan kurang mampu mengemukakan argumen. Pada siklus II, siswa mulai aktif berdiskusi, mengajukan pertanyaan, dan menyusun argumen sederhana. Pada siklus III, kemampuan berpikir kritis berkembang lebih optimal dengan indikator siswa mampu mempertahankan pendapat, menanggapi kontra-argumen, dan merefleksikan hasil diskusi secara logis. Peningkatan ini didukung oleh perbaikan instruksi, penggunaan pertanyaan tingkat tinggi (HOTS), keterlibatan seluruh siswa, serta bimbingan reflektif dari guru.
Dengan demikian, dapat disimpulkan bahwa model Problem Based Learning efektif dalam meningkatkan kemampuan berpikir kritis siswa pada pembelajaran sejarah.

This research was motivated by the low level of students? critical thinking skills in history learning, which tended to focus on memorization and factual answers. The purpose of this study was to describe the implementation of the Problem Based Learning (PBL) model and to determine the improvement of students? critical thinking skills after its application. The research method used was Classroom Action Research (CAR) with the Kemmis & McTaggart model, conducted in three cycles consisting of planning, action, observation, and reflection. The subjects were students of class XII IPA 5 at SMAN 14 Bandung in the 2024/2025 academic year.
The results showed that the application of PBL gradually improved students? critical thinking skills from cycle I to cycle III. In cycle I, students were still passive and had limited ability to express arguments. In cycle II, students began to actively participate in discussions, ask questions, and construct simple arguments. In cycle III, students? critical thinking skills developed more optimally, as indicated by their ability to defend opinions, respond to counter-arguments, and reflect on discussion results logically. This improvement was supported by enhanced instructional design, the use of higher-order thinking questions (HOTS), active student involvement, and reflective guidance from the teacher
In conclusion, the Problem Based Learning model was proven effective in improving students? critical thinking skills in history learning.
TI  - PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN SEJARAH: Penelitian Tindakan Kelas di Kelas XII IPA 5 SMAN 14 Bandung
M1  - other
N1  - https://scholar.google.com/citations?view_op=new_profile&hl=id

ID SINTA Dosen Pembimbing
Yeni Kurniawati Sumantri: 6123152	
Iing Yulianti: 5992636
UR  - https://repository.upi.edu/
PB  - Universitas Pendidikan Indonesia
ID  - repoupi145284
A1  - Rasya Yaqzhani, -
A1  - Yeni Kurniawati Sumantri, -
A1  - Iing Yulianti, -
Y1  - 2025/08/20/
AV  - restricted
ER  -