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All Journal Paidagogia
Rena Komalasari
SDN Serang 04, Kota Serang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Studi Literatur: Model Pembelajaran Problem-Based Learning Terhadap Perkembangan Kognitif Anak Usia Sekolah Dasar: Literature Review: The Effect of Problem-Based Learning on the Cognitive Development of Elementary School-Aged Children Ayu Uswah Munjiah; Rena Komalasari; Millah Fithriyani
Paidagogia: Jurnal Pengajaran dan Pendidikan Vol. 1 No. 1 (2024): November 2024: PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66964/bzta1v86

Abstract

The Problem-Based Learning (PBL) model is an approach aimed at enhancing critical thinking and problem-solving skills in elementary school-aged children. At this developmental stage, students are capable of more logical and concrete thinking, and they begin to understand cause-and-effect concepts and connect ideas more effectively. In addition to their growing memory capabilities, students at this stage also start to learn how to plan and make decisions based on rational thinking. Therefore, the implementation of Problem-Based Learning (PBL) emphasizes active involvement of students in the learning process through the resolution of real-life problems that are relevant to their everyday lives.This research aims to analyze the influence of PBL on the cognitive development of elementary school students through a literature review method. Based on the literature study, PBL has been shown to be effective in stimulating cognitive development in students, particularly in critical, logical, and analytical thinking aspects. Through this approach, students are not only required to understand concepts but also to apply their knowledge in real-world situations. This research provides in-depth insights into the importance of PBL in enhancing the cognitive development of elementary school students.
Perbedaan Penerapan Model STAD Dan PBL Dalam Meningkatkan Kemampuan Berpikir Kritis Pada Siswa Sekolah Dasar: The Differences in the Application of the STAD and PBL Models in Enhancing Critical Thinking Skills Among Elementary School Students Ayu Uswah Munjiah; Rena Komalasari; Millah Fithriyani; Yuyu Yuhana
Paidagogia: Jurnal Pengajaran dan Pendidikan Vol. 2 No. 2 (2026): March 2026 : PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66964/SIP.202622%

Abstract

Critical thinking skills are the ability of students to analyse, evaluate, and make informed decisions based on available information. These skills are essential for students to gain a deeper understanding of learning materials and to solve problems independently. One effort to develop critical thinking skills is by implementing innovative learning models. This study aims to analyse the differences in the effectiveness of the STAD (Student Teams-Achievement Divisions) and PBL (Problem-Based Learning) models, using a differentiated approach to improve the critical thinking skills of fifth-grade students in Indonesian language subjects. Using a descriptive qualitative approach, data were collected through observation of the learning process, documentation, and literature review. The results show that both learning models have the potential to enhance students' critical thinking skills. However, there are significant differences in how each model accommodates students' diverse learning needs. The differentiated approach within the PBL model proved more effective, as it allows students to actively explore problems, collaborate, and find solutions through critical analysis. This study concludes that the PBL model with a differentiated approach has a greater impact on students' critical thinking development.
Co-Authors Ayu Uswah Munjiah Ayu Uswah Munjiah Millah Fithriyani Yuyu Yuhana