PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY BERBANTUANPICTORIAL RIDDLETERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV PADA PEMBELAJARAN IPAS

NEVILIA, BINTI NURASLI (2026) PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY BERBANTUANPICTORIAL RIDDLETERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV PADA PEMBELAJARAN IPAS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran IPAS di sekolah dasar masih menghadapi tantangan dalam meningkatkan kemampuan berpikir kritis siswa, sebagaimana ditunjukkan oleh rendahnya capaian Indonesia pada PISA 2022 dan AKM di Sekolah Dasar. Kondisi ini diperkuat oleh hasil pra penelitian di kelas IV SDN 1 Surabaya Bandar Lampung yang menunjukkan bahwa sebagian besar nilai hasil tes berpikir kritis peserta didik masih pada kategori kurang baik dan belum tuntas keseluruhan. Penelitian ini bertujuan untuk mengetahui pengaruh model Guided Inquiry berbantuan Pictorial Riddle terhadap kemampuan berpikir kritis siswa kelas IV pada pembelajaran IPAS. Metode yang digunakan adalah pendekatan kuantitatif dengan desain eksperimen semu (quasi experiment) menggunakan kelompok eksperimen dan kontrol. Teknik pengumpulan data dilakukan melalui tes berpikir kritis yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan uji statistik. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan pada keterampilan berpikir siswa yang belajar menggunakan model Guided Inquiry berbantuan Pictorial Riddle dibandingkan dengan pembelajaran Discovery Learning. Model ini mampu meningkatkan keaktifan dan keterlibatan siswa dalam pembelajaran. Melalui gambar yang disajikan, siswa terdorong untuk mengamati, bertanya, mengumpulkan informasi, serta menemukan konsep secara mandiri dengan arahan guru sehingga pembelajaran menjadi lebih bermakna dan kontekstual. Dengan demikian, dapat disimpulkan bahwa penerapan model Guided Inquiry berbantuan Pictorial Riddle efektif dalam meningkatkan keterampilan berpikir kritis siswa sekolah dasar. ABSTRACK Science and Social Studies (IPAS) learning in elementary schools still faces challenges in improving students' critical thinking skills, as reflected in Indonesia's low performance in the 2022 Programme for International Student Assessment (PISA) and the Minimum Competency Assessment (AKM). This condition is further supported by the results of a preliminary study conducted in Grade IV of SDN 1 Surabaya, Bandar Lampung, which revealed that most students' critical thinking test scores were categorized as low and did not meet the expected level of mastery. This study aimed to determine the effect of the Guided Inquiry model assisted by Pictorial Riddle media on the critical thinking skills of fourth-grade students in IPAS learning. The study employed a quantitative approach using a quasiexperimental design with experimental and control groups. Data were collected through a critical thinking skills test that had been validated and tested for reliability, and the results were analyzed using statistical tests. The findings indicated a significant improvement in the critical thinking skills of students who were taught using the Guided Inquiry model assisted by Pictorial Riddle media compared to those who received instruction through the Discovery Learning model. This approach enhanced students' participation and engagement in the learning process. Through the visual problems presented, students were encouraged to observe, ask questions, gather information, and construct concepts independently under teacher guidance, resulting in more meaningful and contextual learning experiences. Therefore, it can be concluded that the implementation of the Guided Inquiry model assisted by Pictorial Riddle media is effective in improving elementary school students' critical thinking skills.

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