The Implementation of Problem-Based Learning to Enhance Critical Thinking Skills among Elementary School Students

Abstract

Integrated Natural and Social Sciences learning in elementary schools still faces problems related to students’ low critical thinking skills due to the dominance of teacher-centered instruction. This condition was also found among fifth-grade students at SD Negeri 05 Tual, as indicated by low learning participation, engagement, and achievement. This study aimed to improve students’ critical thinking skills through the implementation of the Problem Based Learning (PBL) model in IPAS learning. The study employed a classroom action research approach conducted in two cycles, consisting of planning, action, observation, and reflection stages. The research subjects were 18 fifth-grade students. Data were collected through critical thinking ability tests and observation sheets of students’ learning activities. The results showed an increase in students’ learning mastery from 55.56% in the first cycle to 83.33% in the second cycle. In addition, students’ participation, engagement, and quality of thinking processes also improved significantly. The implementation of the PBL model proved effective in creating active, contextual, and student-centered learning. Therefore, Problem Based Learning is recommended as an innovative instructional strategy to enhance students’ critical thinking skills in IPAS learning at the elementary school level.