PENGARUH MODEL PROBLEM BASED LEARNING (PBL) BERBASIS ISU SOSIOSAINTIFIK TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS V PADA MATA PELAJARAN IPAS DI MIN 6 LAMPUNG SELATAN

AULIA, DESWITA ZAHRA (2026) PENGARUH MODEL PROBLEM BASED LEARNING (PBL) BERBASIS ISU SOSIOSAINTIFIK TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS V PADA MATA PELAJARAN IPAS DI MIN 6 LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Abstrak Pembelajaran IPAS di sekolah dasar tidak hanya bertujuan untuk menguasai konsep, tetapi juga untuk melatih kemampuan berpikir kritis peserta didik. Kenyataannya, keterampilan berpikir kritis masih belum berkembang secara optimal. Situasi tersebut mendorong penerapan model Problem Based Learning (PBL) berbasis isu sosiosaintifik sebagai alternatif pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) berbasis isu sosiosaintifik terhadap kemampuan berpikir kritis peserta didik kelas V di MIN 6 Lampung Selatan. Penelitian ini melibatkan 23 peserta didik yang dipilih menggunakan teknik purposive sampling dengan desain one-group pretest-posttest. Kemampuan berpikir kritis diukur menggunakan tes esai berdasarkan indikator Ennis dan dianalisis melalui paired sample t-test serta uji N-Gain. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis setelah peserta didik setelah diterapkan model Problem Based Learning. Perbedaan skor sebelum dan sesudah perlakuan terbukti signifikan dengan nilai signifikansi (p <0,001), sedangkan nilai ratarata N-Gain sebesar 0,4720 berada pada kategori sedang. Temuan tersebut menunjukkan bahwa model Problem Based Learning (PBL) berbasis isu sosiosaintifik berpengaruh signifikan terhadap kemampuan berpikir kritis peserta didik pada pembelajaran IPAS. Abstract Science and Social Studies (IPAS) learning in elementary schools aims not only to develop students' conceptual understanding but also to foster their critical thinking skills. However, students' critical thinking skills have not yet developed optimally. This condition encouraged the implementation of the Problem-Based Learning (PBL) model based on socio-scientific issues as an alternative learning approach. This study aimed to examine the effect of the ProblemBased Learning (PBL) model based on socio-scientific issues on the critical thinking skills of fifth-grade students at MIN 6 South Lampung. The study involved 23 students selected through purposive sampling using a one-group pretest-posttest design. Critical thinking skills were measured using an essay test based on Ennis's critical thinking indicators and analyzed using a paired-sample t-test and NGain analysis. The results showed an improvement in students' critical thinking skills after the implementation of the learning model. The difference between the pretest and posttest scores was statistically significant (p < 0.001), with an average N-Gain score of 0.4720, indicating a moderate level of improvement. These findings indicate that the Problem-Based Learning (PBL) model based on socioscientific issues has a significant positive effect on students' critical thinking skills in IPAS learning.

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