<![CDATA[This study aims to determine the effect of the Problem Based Learning (PBL) model on improving the critical thinking skills of third-grade students in Pancasila Education at MI Hidayatul Ulum Tempel, motivated by low initial critical thinking scores (42% classical completeness in the pre-action phase) due to conventional teacher-centered methods. The research employed a Classroom Action Research (CAR) design using the spiral model of planning, acting, observing, and reflecting across two cycles. Data collection utilized critical thinking essay tests based on Robert Ennis's indicators (focus, reason, inference, situation, clarity, overview), analyzed using descriptive statistics to measure classical completeness, and observation sheets to measure the fidelity of the PBL implementation process. The research findings demonstrated a significant increase in critical thinking skills: classical completeness rose from 42% in the pre-action to 69% in Cycle I, and finally achieved 85% at the end of Cycle II, successfully surpassing the research target of 80%. This improvement was strongly correlated with the optimal implementation of the PBL model, which increased from a "Less" category (56% student activity) in the early stages of Cycle I to a "Very Good" category with 100% fulfillment of PBL syntax in Cycle II. It is concluded that the structured application of the PBL model is highly effective in developing critical thinking skills by facilitating active engagement and problem-solving, particularly for students in the concrete operational stage.]]>
Copyrights © 2025
