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Efektivitas Penerapan Model Pembelajaran Problem Based Learning dalam Meningkatkan Kemampuan Berpikir Kristis di Sekolah Dasar

Introduction

Efektivitas penerapan model pembelajaran problem based learning dalam meningkatkan kemampuan berpikir kristis di sekolah dasar . Analisis studi literatur menunjukkan Problem Based Learning (PBL) efektif meningkatkan kemampuan berpikir kritis, pemecahan masalah, & motivasi siswa sekolah dasar.

Abstract

Guru dituntut untuk berinovasi dalam pembelajaran di kelas, salah satunya dengan menerapkan model Problem Based Learning (PBL). Model PBL melibatkan siswa dalam memecahkan masalah yang relevan dengan bidang studi, sehingga meningkatkan keterampilan berpikir kritis dan kemandirian. Penelitian ini bertujuan untuk menganalisis penerapan model PBL di sekolah dasar melalui studi literatur. Metode yang digunakan bersifat kualitatif dengan pengumpulan data dari jurnal terkait, tanpa melibatkan pengumpulan data primer. Hasil analisis menunjukkan bahwa model PBL sering digunakan oleh guru karena efektif meningkatkan kemampuan siswa dalam berpikir kritis, memecahkan masalah, hasil belajar, motivasi, dan kemandirian belajar. Selain itu, model ini mendorong pembelajaran aktif dengan menekankan pada proses penyelesaian masalah dan pengembangan produk pembelajaran yang relevan. Kesimpulannya, PBL merupakan inovasi model pembelajaran yang efektif untuk mendukung proses belajar mengajar di sekolah dasar.

Review

This literature review, titled "Efektivitas Penerapan Model Pembelajaran Problem Based Learning dalam Meningkatkan Kemampuan Berpikir Kristis di Sekolah Dasar," addresses a highly relevant and timely topic concerning pedagogical innovation in elementary education. The authors aim to analyze the implementation of Problem-Based Learning (PBL) specifically for enhancing critical thinking skills among elementary school students. Utilizing a qualitative approach to synthesize existing literature, the study identifies that PBL is a frequently adopted model by teachers due to its demonstrated effectiveness in fostering not only critical thinking but also problem-solving abilities, improved learning outcomes, heightened motivation, and increased learning independence. The review posits that PBL actively promotes engaged learning by focusing on problem resolution and the development of relevant learning products. A significant strength of this review lies in its comprehensive synthesis of the benefits associated with PBL, extending beyond the primary focus of critical thinking to include a range of cognitive and affective outcomes. This broad scope provides a valuable resource for educators seeking evidence-based teaching strategies. By confirming the efficacy of PBL across multiple dimensions, the research reinforces its potential as an innovative and impactful pedagogical model for elementary school settings. The emphasis on active learning and the development of relevant products further underscores PBL's capacity to create dynamic and engaging learning environments crucial for foundational education. While providing a useful overview, the study's reliance solely on existing literature, without the incorporation of primary data, presents an inherent limitation typical of review papers. Future research could build upon these findings by conducting empirical studies in diverse elementary school contexts within Indonesia to validate and contextualize the effectiveness of PBL. A more detailed analysis could also explore specific challenges faced during PBL implementation, teacher training requirements, or the long-term impact on students' critical thinking development. Nevertheless, this literature review serves as a strong foundational piece, offering compelling evidence for the continued adoption and refinement of PBL as an effective instructional strategy in elementary education.

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