Penelitian ini dilatarbelakangi oleh rendahnya kemampuan critical thinking siswa kelas IV SDN Blega 2 pada mata pelajaran matematika. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) terhadap kemampuan critical thinking siswa kelas IV SD Negeri Blega 2 pada mata pelajaran matematika materi volume kubus dan balok. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group design. Populasi penelitian adalah seluruh siswa kelas IV SDN Blega 2 yang berjumlah 42 siswa. Teknik sampling yang digunakan yaitu sampling jenuh, kelas IV-A sebagai kelas eksperimen dan kelas IV-B sebagai kelas kontrol. Teknik pegumpulan data menggunakan tes, observasi dan dokuentasi. Instrumen penelitian berupa soal uraian pretest dan posttest kemampuan critical thinking. Data dianalisis menggunakan uji prasyarat normalitas dan uji hipotesis Independent Sample T-test. Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning (PBL) memberikan pengaruh terhadap kemampuan critical thinking siswa. Hal ini ditunjukkan dari peningkatan hasil kemampuan critical thinking siswa kelas eksperimen lebih baik dibandingkan kelas kontrol, dilihat hasil tes, penilaian afektif dan psikomotorik siswa. Dengan demikian model Problem Based Learning (PBL) dapat dijadikan alternatif model pembelajaran dalam meningkatkan kemampuan critical thinking siswa pada mata pelajaran matematika materi volume kubus dan balok.


Deskripsi Lain

This study was motivated by the low critical thinking skills of fourth-grade students at SDN Blega 2 in mathematics. The study aimed to determine the effect of the ProblemBased Learning (PBL) model on the critical thinking skills of fourth-grade students at SDN Blega 2 regarding the topic of the volume of cubes and rectangular prisms. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The study population consisted of all 42 fourth-grade students at SDN Blega 2. A total sampling technique was used, with class IV-A serving the experimental group and class IV-B the control group. Data collection techniques included tests, observation, and documentation. The research instruments consisted of essay-based pre-test and post-test questions designed to measure critical thinking skills. Data analysis involved a normality prerequisite test and an Independent Sample T-test for hypothesis testing. The results indicate that the implementation of the Problem-Based Learning (PBL) model influenced students' critical thinking skills. This was evidenced by a greater improvement in critical thinking skills—as reflected in test results and assessments of affective and psychomotor domains—among students in the experimental class compared to those in the control class. Thus, the Problem-Based Learning (PBL) model can serve an alternative instructional model to enhance students' critical thinking skills in mathematics, specifically regarding the volume of cubes and rectangular prisms.

• PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN CRITICAL THINKING SISWA KELAS IV MATA PELAJARAN MATEMATIKA SEKOLAH DASAR NEGERI BLEGA 2