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All Journal Jurnal Scientia JGK (Jurnal Guru Kita) Simpati: Jurnal Penelitian Pendidikan dan Bahasa Bima Journal of Elementary Education International Journal for Advanced Research Edukasia Jurnal Pendidikan Genta Mulia
Zulvia Misykah
Universitas Battuta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENERAPAN MODEL PROJECT BASED LEARNING BERBASIS PLATFORM QUIZIZZ UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Dinda Widyastika; Muhammad Dekar Nasution; Zulvia Misykah
Jurnal Genta Mulia Vol. 16 No. 2 (2025): JURNAL GENTA MULIA
Publisher : LPPM Universitas Cipta Mandiri

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Abstract

The purpose of this study was to describe learning activities, changes in students' critical thinking skills and conceptual understanding after the implementation of the Problem-Based Learning (PBL) model, and students' responses to the model on energy material. The study used a pre-experimental approach with a one group pretest-posttest design, involving 25 fifth grade elementary school students as participants. Data were collected through observation, tests, and questionnaires, then analyzed using quantitative descriptive techniques. The results showed that the implementation of learning was in the very good category, with an average score of 4 during two weeks of implementation. Students' critical thinking skills increased significantly, as seen from the N-Gain value with a high category in 25 students and a moderate category in 1 student. In addition, the questionnaire showed that students' responses to learning were very positive with an average score of 90.37. From these results, it can be concluded that the implementation of the Problem-Based Learning model is effective in improving students' critical thinking skills on energy material. These findings also enrich the science learning literature and are expected to be a reference for teachers in efforts to improve the quality of learning and student learning achievement, especially in developing critical thinking skills in the classroom.
Pengaruh Model Pembelajaran Inquiry Berbasis Metakognisi terhadap Keterampilan Berpikir Kritis IPA Siswa Kelas V SDN 104202 Bandar Setia Diah Anita Hasibuan; Dinda Widyastika; Dewi Sartika Panggabean; Zulvia Misykah
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2275

Abstract

This study aims to determine the effect of the metacognition-based Inquiry learning model on the critical thinking skills of fifth-grade students at SDN 104202 Bandar Setia in the water cycle topic of natural science learning. A quantitative experimental approach with a pretest–posttest control group design was employed, involving 46 students divided into an experimental class (n = 23), which received metacognition-based Inquiry learning, and a control class (n = 23), which received conventional learning. Data were collected using a validated and reliable critical thinking skills test and a metacognitive awareness questionnaire, then analyzed using normality, homogeneity, and paired sample t-test procedures with SPSS. The results showed that the mean score of the experimental class increased from 50.43 (pretest) to 92.43 (posttest), while the control class increased from 49.04 to 74.61. The paired sample t-test indicated a significant difference between pretest and posttest scores in both groups (Sig. 2-tailed = 0.000 < 0.05), with a larger mean difference in the experimental class (–42.000) than in the control class (–25.565). The metacognitive awareness questionnaire score also increased from 47.99 to 53.13. These findings indicate that the metacognition-based Inquiry learning model is more effective than conventional learning in improving elementary students' critical thinking skills in science learning.
Co-Authors Arnisa Rambe Asmidar Dalimunte Azizul Kholis Dewi Sartika Panggabean Diah Anita Hasibuan Dinda Widyastija Fira Yunia Mawar Musdalifa Lubis Mohammad Sattar Muhammad Dekar Muhammad Dekar Nasution Muhammad Ridho Nur Wahyuni Putri Sari Ulfa Sembiring Putri Sari Ulfa Sembiring Rudi Hermansyah Sitorus Yasuli Bindulem