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PENGARUH MODEL PROBLEM BASED LEARNING DAN MOTIVASI BELAJAR SISWA TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V DI SEKOLAH DASAR WILAYAH 3 KECAMATAN KOJA.

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Title: PENGARUH MODEL PROBLEM BASED LEARNING DAN MOTIVASI BELAJAR SISWA TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V DI SEKOLAH DASAR WILAYAH 3 KECAMATAN KOJA.
Authors: Siregar, Anda Habibah1 andah829@gmail.com, Yarmi, Gusti2 gyarmi@unj.ac.id, Jayanti Suhandoko, Astri Dwi1 astri.dwi@ecampus.ut.ac.id
Source: Jurnal Pendidikan Indonesia. May2025, Vol. 6 Issue 5, p2498-2518. 21p.
Subject Terms: *Problem-based learning, *Academic motivation, *Learning strategies, *Primary education, *Critical thinking, Critical thinking ability testing
Abstract (English): Critical thinking skills are essential skills in primary education to face the global challenges of the 21st century. This study aims to analyze the influence of the Problem Based Learning (PBL) model with two syntactic approaches – student orientation to self-discovered problems and teacher-facilitated problems – as well as its interaction with learning motivation on the critical thinking skills of grade V students. The instruments used were in the form of motivation questionnaires and critical thinking ability tests. The results showed that students who learned with the problem-oriented PBL model that they found themselves had higher critical thinking skills than the group who were given problems by teachers. Other findings suggest that highly motivated students gain significant improvements in critical thinking when they are given the freedom to discover problems on their own. On the other hand, students with low motivation are superior if facilitated by teachers in finding problems. This research implies the importance of selecting problem-based learning strategies that are tailored to students' motivational characteristics to optimize the development of critical thinking skills. These results support constructivist theories that emphasize the active role of students in building knowledge through hands-on experience. [ABSTRACT FROM AUTHOR]
Abstract (Indonesian): Kemampuan berpikir kritis merupakan keterampilan penting dalam pendidikan dasar untuk menghadapi tantangan global abad ke-21. Penelitian ini bertujuan untuk menganalisis pengaruh model Problem Based Learning (PBL) dengan dua pendekatan sintaks – orientasi siswa pada masalah yang ditemukan sendiri dan masalah yang difasilitasi guru – serta interaksinya dengan motivasi belajar terhadap kemampuan berpikir kritis siswa kelas V. Penelitian ini menggunakan metode kuasi-eksperimen dengan sampel 56 siswa dari SDN Rawa Badak Utara 07. Instrumen yang digunakan berupa angket motivasi dan tes kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa siswa yang belajar dengan model PBL orientasi masalah yang mereka temukan sendiri memiliki kemampuan berpikir kritis lebih tinggi dibanding kelompok yang diberi masalah oleh guru. Temuan lain menunjukkan bahwa siswa dengan motivasi tinggi memperoleh peningkatan signifikan dalam berpikir kritis bila mereka diberikan kebebasan menemukan masalah sendiri. Sebaliknya, siswa dengan motivasi rendah lebih unggul jika difasilitasi guru dalam menemukan masalah. Penelitian ini mengimplikasikan pentingnya pemilihan strategi pembelajaran berbasis masalah yang disesuaikan dengan karakteristik motivasi siswa untuk mengoptimalkan pengembangan keterampilan berpikir kritis. Hasil ini mendukung teori konstruktivisme yang menekankan peran aktif siswa dalam membangun pengetahuan melalui pengalaman langsung. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Critical thinking skills are essential skills in primary education to face the global challenges of the 21st century. This study aims to analyze the influence of the Problem Based Learning (PBL) model with two syntactic approaches – student orientation to self-discovered problems and teacher-facilitated problems – as well as its interaction with learning motivation on the critical thinking skills of grade V students. The instruments used were in the form of motivation questionnaires and critical thinking ability tests. The results showed that students who learned with the problem-oriented PBL model that they found themselves had higher critical thinking skills than the group who were given problems by teachers. Other findings suggest that highly motivated students gain significant improvements in critical thinking when they are given the freedom to discover problems on their own. On the other hand, students with low motivation are superior if facilitated by teachers in finding problems. This research implies the importance of selecting problem-based learning strategies that are tailored to students' motivational characteristics to optimize the development of critical thinking skills. These results support constructivist theories that emphasize the active role of students in building knowledge through hands-on experience. [ABSTRACT FROM AUTHOR]
ISSN:27457141
DOI:10.59141/japendi.v6i5.7790