PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V SDN 145 BANCA

Abstrak

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Project Based Learning (PJBL) terhadap kemampuan berpikir kritis siswa pada materi skala di SDN 145 Banca. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi experimental design) yang melibatkan dua kelas, yaitu kelas eksperimen dan kelas kontrol dengan jumlah sampel 40 siswa kelas V. Kelas eksperimen diberi perlakuan menggunakan model PJBL, sedangkan kelas kontrol menggunakan model Discovery Learning.  Instrumen penelitian berupa tes esai sebanyak 10 soal yang diberikan dalam bentuk pretest dan posttest untuk mengukur kemampuan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest kelas eksperimen sebesar 67,5 dan kelas kontrol sebesar 64,15. Setelah perlakuan, rata-rata nilai posttest kelas eksperimen meningkat menjadi 81, sedangkan kelas kontrol menjadi 77,46. Hasil uji prasyarat menunjukkan bahwa data berdistribusi normal dan homogen. Uji hipotesis menggunakan Independent Sample t-test memperoleh nilai signifikansi (2-tailed) sebesar 0,010 < 0,05, sehingga H₀ ditolak dan H₁ diterima. Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat pengaruh yang signifikan penerapan model Project Based Learning terhadap kemampuan berpikir kritis siswa. Penerapan PJBL mampu meningkatkan ketercapaian indikator berpikir kritis, meliputi kemampuan memberikan penjelasan sederhana, menentukan dasar pengambilan keputusan, menarik kesimpulan, memberikan penjelasan lanjutan, serta mengatur strategi dan taktik. Dengan demikian, model PJBL efektif digunakan dalam pembelajaran matematika untuk meningkatkan kemampuan berpikir kritis siswa sekolah dasar.

This study aims to determine the effect of the implementation of the Project Based Learning (PJBL) model on students' critical thinking skills on scale material at SDN 145 Banca. This study uses a quantitative approach with a quasi-experimental design involving two classes, namely the experimental class and the control class with a sample of 40 fifth-grade students. The experimental class was given treatment using the PJBL model, while the control class used the Discovery Learning model. The research instrument was an essay test of 10 questions given in the form of a pretest and posttest to measure students' critical thinking skills. The results showed that the average pretest score of the experimental class was 67.5 and the control class was 64.15. After the treatment, the average posttest score of the experimental class increased to 81, while the control class became 77.46. The results of the performance test showed that the data were normally distributed and homogeneous. Hypothesis testing using the Independent Sample t-test obtained a significance value (2-tailed) of 0.010 <0.05, so H₀ was rejected and H₁ was accepted. Based on these results, it can be concluded that the implementation of the Project-Based Learning model significantly impacts students' critical thinking skills. The implementation of Project-Based Learning (PBL) can improve the achievement of critical thinking indicators, including the ability to provide simple explanations, determine the basis for decision-making, draw conclusions, provide further explanations, and organize strategies and tactics. Therefore, the PBL model is effective in mathematics learning to improve the critical thinking skills of elementary school students.