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All Journal Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Della Purminda Sari
Universitas Riau
Education

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Implementation of Unplugged-Based Student Worksheets (LKPD) to Improve Critical Thinking Skills in the Solar System Material for Elementary School Students Della Purminda Sari; Ines Novita Theodora; Nadiya Yumna; Neni Hermita; Rifqa Gusmida Syahrun Barokah
Widyagogik Vol 14, No 2 (2026): Widyagogik: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v14i2.34390

Abstract

Education is fundamental to the development of high-quality human resources and the creation of a brighter and more sustainable future. Science is one of the pivotal subjects for achieving this goal. Science learning extends beyond conceptual mastery; it also plays a critical role in cultivating students' critical thinking skills. These skills are essential for students to solve problems, analyze data, and make informed decisions in everyday life. However, science instruction in elementary schools remains largely teacher-centered and offers limited opportunities for students to engage in active thinking. The unplugged learning approach offers a promising alternative to address this issue. This method employs hands-on, technology-free activities such as contextual problem-solving, simulations, educational games, and collaborative discussions. By actively involving students in the learning process, this approach can deepen conceptual understanding while simultaneously enhancing critical thinking. In an unplugged science learning environment, students are encouraged to observe, question, experiment, reason, and communicate their ideas. This process enables them to develop analytical, evaluative, and reflective thinking skills. Moreover, unplugged learning fosters a fun, interactive, and meaningful learning atmosphere that can increase students' learning motivation. Consequently, unplugged learning holds significant potential for improving students' critical thinking skills in science, and it should be considered by teachers as an innovative, student-centered instructional strategy to create a more effective learning process.
Co-Authors Ines Novita Theodora Nadiya Yumna Neni Hermita Rifqa Gusmida Syahrun Barokah