Zahro Mamluatul Muwafidah, Humairah Humairah, Arfian Mudayan

Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Keterampilan Berpikir Kritis Pada Materi Bangun Datar Di SD Muhammadiyah 1 Babat

Introduction

Pengaruh model pembelajaran problem based learning (pbl) terhadap keterampilan berpikir kritis pada materi bangun datar di sd muhammadiyah 1 babat. Temukan bagaimana Problem Based Learning (PBL) secara signifikan meningkatkan keterampilan berpikir kritis siswa SD pada materi bangun datar. Strategi efektif untuk pembelajaran matematika.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem based learning (PBL) terhadap keterampilan berpikir kritis siswa pada materi bangun datar di kelas V SD Muhammadiyah 1 Babat. Metode yang digunakan adalah kuantitatif dengan desain pretest-posttest control group design. Sampel terdiri dari 44 siswa yang terbagi dalam dua kelas, yaitu kelas eksperimen yang mendapat perlakuan PBL dan kelas kontrol yang menggunakan model pembelajaran konvensional. Instrumen penelitian berupa tes uraian yang mengacu pada indikator berpikir kritis yaitu interpretasi, analisis, evaluasi, dan inferensi. Hasil analisis data menggunakan uji-t menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil posttest kelas eksperimen dan kelas kontrol. Temuan ini membuktikan bahwa model pembelajaran PBL berpengaruh positif terhadap peningkatan keterampilan berpikir kritis siswa. Dengan demikian, PBL dapat dijadikan alternatif strategi pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa pada pembelajaran matematika, khususnya materi bangun datar.

Review

This study effectively investigates the influence of Problem Based Learning (PBL) on critical thinking skills among fifth-grade students studying geometry at SD Muhammadiyah 1 Babat. The research addresses a highly relevant educational objective, focusing on the development of higher-order thinking, which is crucial for student success in mathematics and beyond. The methodology is clearly articulated, utilizing a robust quantitative pretest-posttest control group design, which is well-suited for measuring the impact of an educational intervention. A particular strength lies in the explicit identification of critical thinking indicators (interpretation, analysis, evaluation, and inference) guiding the assessment, providing a solid theoretical underpinning for the study. The methodology involved a sample of 44 students, carefully divided into experimental and control groups, allowing for a direct comparison between the PBL model and conventional teaching methods. The authors employed an essay test, specifically designed to assess the predefined critical thinking indicators, thereby enhancing the internal validity of their measurements. The key finding, derived from a t-test analysis, conclusively demonstrates a significant positive difference in the post-test scores of the experimental group compared to the control group. This outcome provides strong empirical evidence that the PBL model positively impacts the enhancement of students' critical thinking skills, specifically within the context of learning geometric shapes. While the study provides compelling evidence for the effectiveness of PBL, several areas could be further elaborated for a more comprehensive understanding. A detailed description of the PBL implementation, including the duration of the intervention, the types of problems presented, and any teacher training provided, would significantly enhance the study's replicability and generalizability. Furthermore, a more precise characterization of what constituted "conventional learning" in the control group would offer clearer context for the observed differences. Future research could explore the long-term retention of these critical thinking gains, investigate the applicability of these findings across different school settings or grade levels, and potentially integrate qualitative data to gain deeper insights into the students' and teachers' experiences with PBL. Nonetheless, this research makes a valuable contribution by empirically affirming PBL's potential as an effective pedagogical strategy for fostering critical thinking in elementary mathematics education.

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