Problem-Based Learning Model to Improve Critical Thinking in Mathematics for Third Grade Elementary School

Abstract

The research conducted was motivated by students' lack of critical thinking skills in learning activities. The purpose of this research is to improve critical thinking skills through the learning model of problem-based learning. The research method used was collaborative classroom action research (PTKK) with research subjects, namely elementary students in grade THIRD, a total of 22 students consisting of 10 male and 12 female students. Observation, interviews, documentation, questionnaires, and tests were used to collect data. Descriptive, qualitative and quantitative technique was used for data analysis. The results of the study included two cycles: the use of problem-based learning models can improve students' critical thinking skills. This is evident from the baseline conditions, which showed an average score of 60.2 with 36.4% of students graduating with the Less title. Cycle I had an average score of 63.0 with 69.1% of students meeting the minimum threshold with a Sufficient rating. In contrast, in the II cycle, an average score of 84 was achieved, with 93.2% of students completing with a rating of Very Good. It can be concluded that the PBL model can improve students' critical thinking skills in learning mathematics.