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Implementation of Problem-Based Learning Model to Enhance Critical Thinking Skills on Force Material in Fourth Grade Elementary School.

Journal of Primary Education · Vol. 11 No. 2 (2022) · hlm. 274–286

DOI
10.15294/jpe.v11i2.71738
ISSN
2502-4515, 2252-6404
Terbit
2022-06-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Learning about force material in natural science can be challenging for elementary school-age children due to its abstract nature. This poses a problem in the learning process, as force is essentially a concept that exists only in the human mind. The purpose of this study was to investigate the impact of the Problem-Based Learning (PBL) model on enhancing critical thinking skills in fourth-grade elementary school students, specifically in the context of force material. The study employed a quantitative experimental method (quasi-experimental) and involved a total sample of 50 students from SDN Tipar Bogor. The independent variable in this study was the utilization of the Problem-Based Learning model, while the dependent variables were the students' critical thinking ability and mastery of the minimum competency in force material. In this study, the data collection techniques were tests and observation. The results of the study revealed a significant difference in the average critical thinking ability of the experimental class, which was found to be 85.06. This indicates that the students in the experimental class successfully met the specified target, surpassing the minimum completeness criterion of 70. Based on the findings, it can be concluded that the implementation of the Problem-Based Learning (PBL) model significantly improved students' critical thinking skills in the context of force material. The control class achieved an average score of 75.08, meeting the minimum mastery criterion of 70. This indicates that the PBL model was effective in enhancing students' critical thinking abilities. The N-Gain results demonstrated a substantial increase of 0.75 in the experimental class, which falls under the high gain category. The obtained results can serve as a valuable reference for implementing the Problem-Based Learning (PBL) model in science education, particularly in teaching force material to elementary school students. The study suggests using the Problem-Based Learning (PBL) model for teaching force material to elementary school students. It effectively enhances critical thinking skills and is recommended for science education in elementary schools.

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  • State University of Semarang
  • Universitas Airlangga
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Rekan penulisOrganisasiArtikel bersama
Ellianawati EllianawatiState University of Semarang13
Sri HaryaniAfiliasi tidak diketahui13
Ani RusilowatiState University of Semarang11
Sigit PriatmokoState University of Semarang8
Tri Joko RaharjoAfiliasi tidak diketahui7
Ian YuliantiAfiliasi tidak diketahui7
Kasmui KasmuiState University of Semarang6
Nanik WijayatiState University of Semarang6
Woro SumarniState University of Semarang6
Sri WardaniAfiliasi tidak diketahui5
Putut MarwotoState University of Semarang5
Murbangun NuswowatiState University of Semarang5
Harjito HarjitoAfiliasi tidak diketahui4
Supartono SupartonoAfiliasi tidak diketahui4
Jumaeri JumaeriAfiliasi tidak diketahui4
Sri NurhayatiAfiliasi tidak diketahui4
Kasmadi Imam SupardiState University of Semarang4
Agung Tri PrasetyaState University of Semarang4
Sri Susilogati SumartiState University of Semarang4
Kartono KartonoUniversitas Airlangga4
Sigit SaptonoState University of Semarang4
Supriyadi SupriyadiAfiliasi tidak diketahui4
Harianingsih HarianingsihAfiliasi tidak diketahui3
Pratiwi DwijanantiAfiliasi tidak diketahui3
Imam SumponoAfiliasi tidak diketahui3
Edy CahyonoState University of Semarang3
Eko Budi SusatyoAfiliasi tidak diketahui3
Triastuti SulistyaningsihAfiliasi tidak diketahui3
Sarwi SarwiAfiliasi tidak diketahui3
Alvian AlvianAfiliasi tidak diketahui3
Susilo SusiloAfiliasi tidak diketahui3
Wiwi IsnaeniState University of Semarang3
Sudarmin SudarminAfiliasi tidak diketahui3
Nuni WidiartiAfiliasi tidak diketahui3
Saiful RidloState University of Semarang3
Hartono HartonoAfiliasi tidak diketahui3
Sunyoto Eko NugrohoState University of Semarang3

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/jpe/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en-US">Implementation of Problem-Based Learning Model to Enhance Critical Thinking Skills on Force Material in Fourth Grade Elementary School.</dc:title>
	<dc:creator>Maulana, Reza</dc:creator>
	<dc:creator>Susilaningsih, Endang</dc:creator>
	<dc:creator>Subali, Bambang</dc:creator>
	<dc:description xml:lang="en-US">Learning about force material in natural science can be challenging for elementary school-age children due to its abstract nature. This poses a problem in the learning process, as force is essentially a concept that exists only in the human mind. The purpose of this study was to investigate the impact of the Problem-Based Learning (PBL) model on enhancing critical thinking skills in fourth-grade elementary school students, specifically in the context of force material. The study employed a quantitative experimental method (quasi-experimental) and involved a total sample of 50 students from SDN Tipar Bogor. The independent variable in this study was the utilization of the Problem-Based Learning model, while the dependent variables were the students' critical thinking ability and mastery of the minimum competency in force material. In this study, the data collection techniques were tests and observation. The results of the study revealed a significant difference in the average critical thinking ability of the experimental class, which was found to be 85.06. This indicates that the students in the experimental class successfully met the specified target, surpassing the minimum completeness criterion of 70. Based on the findings, it can be concluded that the implementation of the Problem-Based Learning (PBL) model significantly improved students' critical thinking skills in the context of force material. The control class achieved an average score of 75.08, meeting the minimum mastery criterion of 70. This indicates that the PBL model was effective in enhancing students' critical thinking abilities. The N-Gain results demonstrated a substantial increase of 0.75 in the experimental class, which falls under the high gain category. The obtained results can serve as a valuable reference for implementing the Problem-Based Learning (PBL) model in science education, particularly in teaching force material to elementary school students. The study suggests using the Problem-Based Learning (PBL) model for teaching force material to elementary school students. It effectively enhances critical thinking skills and is recommended for science education in elementary schools.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/jpe/article/view/71738</dc:identifier>
	<dc:identifier>10.15294/jpe.v11i2.71738</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Primary Education; Vol 11 No 2 (2022): June 2022; 274-286</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:source>10.15294/jpe.v11i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/jpe/article/view/71738/24804</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Journal of Primary Education</dc:rights>
</oai_dc:dc>