eprintid: 145284 rev_number: 45 eprint_status: archive userid: 221349 dir: disk0/00/14/52/84 datestamp: 2025-11-17 07:02:06 lastmod: 2025-11-17 07:02:06 status_changed: 2025-11-17 07:02:06 type: thesis metadata_visibility: show creators_name: Rasya Yaqzhani, - creators_name: Yeni Kurniawati Sumantri, - creators_name: Iing Yulianti, - creators_nim: NIM2003503 creators_nim: NIDN0002067703 creators_nim: NIDN0006078602 creators_id: rasya.yaqzhani32@upi.edu creators_id: yenikurniawati@upi.edu creators_id: iingyulianti@upi.edu contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: Yeni Kurniawati Sumantri, - contributors_name: Iing Yulianti, - contributors_nidn: NIDN0002067703 contributors_nidn: NIDN0006078602 contributors_id: yenikurniawati@upi.edu contributors_id: iingyulianti@upi.edu title: 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 ispublished: pub subjects: D1 subjects: LB subjects: LB1603 divisions: sej full_text_status: restricted keywords: Problem Based Learning, kemampuan berpikir kritis, pembelajaran sejarah, model pembelajaran inovatif Problem Based Learning, critical thinking skills, history learning, innovative learning model note: https://scholar.google.com/citations?view_op=new_profile&hl=id ID SINTA Dosen Pembimbing Yeni Kurniawati Sumantri: 6123152 Iing Yulianti: 5992636 abstract: 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. date: 2025-08-20 date_type: published institution: Universitas Pendidikan Indonesia department: KODEPRODI87201#Pendidikan Sejarah_S1 thesis_type: other thesis_name: other official_url: https://repository.upi.edu/ related_url_url: https://perpustakaan.upi.edu/ related_url_type: org citation: Rasya Yaqzhani, - and Yeni Kurniawati Sumantri, - and Iing Yulianti, - (2025) 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. S1 thesis, Universitas Pendidikan Indonesia. document_url: http://repository.upi.edu/145284/8/S_SEJ_2003503_Title.pdf document_url: http://repository.upi.edu/145284/2/S_SEJ_2003503_Chapter1.pdf document_url: http://repository.upi.edu/145284/3/S_SEJ_2003503_Chapter2.pdf document_url: http://repository.upi.edu/145284/4/S_SEJ_2003503_Chapter3.pdf document_url: http://repository.upi.edu/145284/5/S_SEJ_2003503_Chapter4.pdf document_url: http://repository.upi.edu/145284/6/S_SEJ_2003503_Chapter5.pdf document_url: http://repository.upi.edu/145284/7/S_SEJ_2003503_Appendix.pdf