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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Cici Syifa Utami
Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Meningkatkan Keterampilan Berpikir Kritis, Komunikasi, dan Kolaborasi pada Pembelajaran IPAS Menggunakan Kombinasi Model PGM serta Permainan Monopoli di Kelas IV SDN 4 Guntung Manggis Kota Banjarbaru Cici Syifa Utami; Zain Ahmad Fauzi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.2652

Abstract

Critical thinking, communication, and collaboration skills are essential competencies that need to be developed through meaningful and student-centered learning in elementary education. However, in IPAS learning, students may experience difficulties in developing these skills when learning activities are still dominated by teacher-centered instruction and provide limited opportunities for active participation. This study employed Classroom Action Research to improve the critical thinking, communication, collaboration skills, and learning outcomes of fourth-grade students in IPAS at SDN 4 Guntung Manggis. Initial observations indicated that students' performance remained unsatisfactory due to teacher-dominated instruction, minimal variation in teaching strategies, and limited opportunities for active participation. To overcome these challenges, the research implemented an instructional approach that integrated Problem Based Learning (PBL), Group Investigation (GI), and Make A Match, referred to as the PGM model, with the monopoly game as a learning medium. The participants consisted of 20 fourth-grade students, and the intervention was conducted in three learning cycles using qualitative and quantitative methods. Observation sheets and achievement tests were used to collect data, which were then analyzed descriptively. The results demonstrated progressive improvements in classroom activities, students' critical thinking, communication, collaboration, and academic achievement. Furthermore, the percentage of students achieving classical mastery fulfilled the established success criteria, confirming the effectiveness of the PGM model supported by the monopoly game in improving the quality of IPAS learning.
Co-Authors Zain Ahmad Fauzi