CRITICAL THINKING DALAM PEMBELAJARAN IPS SD KELAS V DENGAN MENERAPKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (Penelitian di SDN Sukahati 01 pada Materi Peran Ekonomi di Kehidupan Masyarakat) - Faradila Ayu Ramadhani, - (2023)
ABSTRAK Penelitian ini bertujuan guna menggambarkan upaya guru dalam memperkuat kemampuan berpikir kritis siswa di abad 21 dengan menggunakan model pembelajaran PBL (problem based learning). Dengan menggunakan desain penelitian fenomenologi melalui wawancara, observasi, dan dokumentasi. Peneliti berusaha mendeskripsikan fenomena dan persepsi siswa atas pengalamannya dalam pembelajaran dengan model PBL. Model PBL digunakan guru saat kegiatan pembelajaran IPS pada materi 'Peran Ekonomi di Kehidupan Masyarakat'. Dengan subjek penelitian sebanyak 23 siswa kelas V SDN Sukahati 01, Kecamatan Cileunyi, Kabupaten Bandung. Hasil penelitian menunjukkan bahwa 77% siswa mampu memberikan penjelasan sederhana, 83% siswa mampu membangun keterampilan dasar dan menyimpulkan, 80% siswa mampu memberikan penjelasan lanjut, serta 86% siswa mampu menentukan strategi dan teknik selama pembelajaran dengan model PBL. Didukung oleh hasil observasi guru sebesar 88% kegiatan pembelajaran terlaksana dengan kategori sangat baik. Siswa sebagai responden mendeskripsikan persepsinya tentang perasaan senang dan antusias saat guru menerapkan model PBL di kelas, mendeskripsikan tentang kegiatan berkelompok yang dirasa mempermudah pemahaman materi, keseruan yang dirasa dalam diskusi kelompok karena konteks belajar dibuat dekat dengan kehidupan sehari-hari, mendeskripsikan tentang kemudahan dalam mengerjakan soal evaluasi dan tentang hasil belajar yang memuaskan ketika belajar dengan model PBL. Artinya, implementasi model pembelajaran PBL efektif digunakan sebagai upaya guru dalam melatih kemampuan berpikir kritis siswa pada materi IPS dan mendapat respons positif dari siswa. Kata kunci : model PBL, berpikir kritis, persepsi siswa, sekolah dasar ABSTRACT This study aims to describe teachers' efforts to strengthen students' critical thinking skills in the 21st century by using the PBL (problem based learning) learning model. By using a phenomenological research design through interviews, observation, and documentation. Researchers try to describe the phenomenon and students' perceptions of their experiences in learning with the PBL model. The PBL model is used by teachers during social studies learning activities on the material 'The Role of the Economy in Community Life'. With research subjects as many as 23 students of class V SDN Sukahati 01, Cileunyi District, Bandung Regency. The results showed that 77% of students were able to provide simple explanations, 83% of students were able to build basic skills and conclude, 80% of students were able to provide advanced explanations, and 86% of students were able to determine strategies and techniques during learning with the PBL model. Supported by the results of teacher observations of 88% of learning activities carried out in the very good category. Students as respondents described their perceptions of feeling happy and enthusiastic when the teacher applied the PBL model in class, described group activities which they felt made understanding of the material easier, the excitement felt in group discussions because the learning context was made close to everyday life, described the ease of working on evaluation questions and about satisfying learning outcomes when learning with the PBL model. This means that the implementation of the PBL learning model is effectively used as an effort by the teacher to train students' critical thinking skills on social studies material and get a positive response from students. Keywords : PBL model, critical thinking, student perception, elementary school