Analysis of Contextual Problem-Based Learning Implementation to Strengthen Mathematical Critical Thinking Skills in Lower-Grade Students
Analisis Implementasi Problem Based Learning Berbasis Kontekstual dalam Menguatkan Nalar Kritis Matematis Siswa Kelas Rendah
DOI:
https://doi.org/10.21070/ups.10481Keywords:
Problem Based Learning, Mathematical Critical Thinking, Elementary School, Contextual ProblemsAbstract
This study aims to describe the implementation of Problem-Based Learning (PBL) using contextual problems to
strengthen mathematical critical thinking skills in Grade III students at SDN Cemengkalang. Employing a descriptive
qualitative method, data were collected via observation, interviews, and documentation. The results demonstrate that
integrating real objects (e.g., wall clocks and floor tiles) within PBL stages effectively bridges students' concrete
operational thinking with abstract concepts. Significant improvement was observed in three critical thinking aspects:
focus (identifying relevant information), reasoning (constructing logical arguments), and inference (drawing
independent conclusions). The learning process successfully transformed students from passive receivers into active
knowledge constructors. It is concluded that PBL effectively cultivates critical reasoning in lower-grade students
through structured social interaction and contextual relevance.
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