PENGARUH MODEL PEMBELAJARAN TAKE AND GIVE BERBASIS KONSTRUKTISVISME TERHADAP BERPIKIR KRITIS IPAS KELAS 3 SD KARTIKA II-5 (PERSIT) BANDAR LAMPUNG

DINDA, ANGELIK PUTRI (2026) PENGARUH MODEL PEMBELAJARAN TAKE AND GIVE BERBASIS KONSTRUKTISVISME TERHADAP BERPIKIR KRITIS IPAS KELAS 3 SD KARTIKA II-5 (PERSIT) BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran yang bersifat teacher centered masih menimbulkan berbagai permasalahan, terutama minimnya interaksi aktif antara guru dan siswa maupun antarsiswa. Kondisi tersebut menyebabkan siswa kurang terampil dalam bertanya, menjawab, bekerja sama, serta membangun pemahaman konsep melalui pengalaman langsung. Hal ini berdampak pada rendahnya hasil belajar dan kemampuan berpikir kritis, khususnya pada mata pelajaran IPAS. Mengingat karakteristik peserta didik sekolah dasar yang berada pada tahap operasional konkret, dibutuhkan model dan media pembelajaran yang menarik, kontekstual, dan mampu memfasilitasi konstruksi pengetahuan. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Take and Give berbasis konstruktivisme terhadap kemampuan berpikir kritis peserta didik kelas III SD Kartika II-5 Persit Bandar Lampung. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Instrumen penelitian berupa tes kemampuan berpikir kritis yang dianalisis secara statistik untuk menguji hipotesis yang diajukan. Penelitian melibatkan dua kelompok, yaitu kelas eksperimen yang menggunakan model Take and Give dan kelas kontrol yang menerapkan Problem Based Learning serta blended learning. Analisis data dilakukan melalui uji Paired Samples Test untuk mengetahui perbedaan hasil belajar sebelum dan setelah perlakuan diberikan. Data kuantitatif diolah secara objektif guna memberikan gambaran yang akurat terkait efektivitas model pembelajaran yang digunakan. Hasil penelitian menunjukkan bahwa model pembelajaran Take and Give berpengaruh signifikan terhadap kemampuan berpikir kritis peserta didik. Uji Paired Samples Test memperoleh nilai signifikansi 0,000 (<0,05), sehingga H₀ ditolak dan H₁ diterima. Nilai rata-rata posttest kelas eksperimen mencapai 67,32, sedangkan kelas kontrol yang menggunakan Problem Based Learning memperoleh rata-rata 78,31. Temuan ini mengindikasikan bahwa penerapan model pembelajaran Take and Give mampu meningkatkan minat belajar, kolaborasi, serta kemampuan berpikir kritis peserta didik pada mata pelajaran IPAS. Dengan demikian, model Take and Give dinilai efektif sebagai alternatif strategi pembelajaran di sekolah dasar. Kata Kunci: Model Pembelajaran Take and Give, Konstruktivisme, Berfikir Krtitis Siswa, IPAS ii ABSTRACT Teacher-centered instruction still presents several challenges, particularly the limited active interaction between teachers and students as well as among students. This condition results in students being less skilled in asking questions, responding, collaborating, and constructing conceptual understanding through direct experiences. Consequently, learning outcomes and critical thinking skills— especially in the IPAS subject—remain low. Considering that elementary school students are in the concrete operational stage, there is a need for learning models and media that are engaging, contextual, and capable of facilitating knowledge construction. Based on these issues, this study aims to analyze the effect of the constructivism-based Take and Give learning model on the critical thinking abilities of third-grade students at SD Kartika II-5 Persit Bandar Lampung. This study employed a quantitative approach with an experimental method. The research instruments consisted of critical thinking tests, which were statistically analyzed to examine the proposed hypothesis. The study involved two groups: an experimental class that used the Take and Give model and a control class that implemented Problem Based Learning and blended learning. Data analysis was conducted using the Paired Samples Test to determine differences in learning outcomes before and after the treatments. Quantitative data were processed objectively to provide accurate insights regarding the effectiveness of the learning model applied. The results indicate that the Take and Give learning model has a significant effect on students’ critical thinking skills. The Paired Samples Test yielded a significance value of 0.000 (<0.05), indicating that H₀ is rejected and H₁ is accepted. The mean posttest score of the experimental class was 67.32, while the control class using Problem Based Learning obtained an average of 78.31. These findings demonstrate that the Take and Give model enhances students’ learning interest, collaboration, and critical thinking abilities in the IPAS subject. Therefore, the Take and Give model is considered effective as an alternative instructional strategy in elementary education. Keywords: Take and Give Learning Model, Constructivism, Students’ Critical Thinking, IPAS (Science and Social Studies Integration)

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