IMPLEMENTATION OF A PROBLEM BASED LEARNING MODEL ON A SCIENTIFIC APPROACH TO IMPROVING STUDENTS’ CRITICAL THINKING SKILL MATHEMATICS SUBJECT IN ELEMENTARY SCHOOL

Abstract

This study aims to improve the critical thinking skills of grade 1 students through the implementation of a Problem-Based Learning (PBL) learning model based on a scientific approach. This research is a Collaborative Classroom Action Research (PTKK) which was carried out together with grade 1 teachers and was carried out for 2 cycles. The subject of the research involved 26 grade 1 elementary school students. Data collection techniques used are observation, interviews, tests, and documentation. Data analysis techniques in this study are descriptive comparative and descriptive qualitative. The results showed that the application of the PBL model increased critical thinking skills, namely in the pre-cycle with an average value of 45.18%. After being given action in cycle I, namely by applying the Problem-Based Learning (PBL) learning model, students' critical thinking skills increased with a score of 69.70% (good category). Then after making improvements in cycle II. In the implementation of learning cycle II, the achievement of students' critical thinking skills reached an average of 81.76% (good category). The collected data were then analyzed using descriptive comparative statistical analysis techniques. The results of the study show that the implementation of Problem-Based Learning (PBL) with a scientific approach can improve the critical thinking skills of first-grade students in elementary school.