DOI of the published preprint https://doi.org/10.61796/acjoure.v4i2.562
Effect of the Problem-Based Learning Model on the Critical Thinking Skills of Elementary School Students in Local Cultural Heritage Lessons
Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar pada Pembelajaran Warisan Budaya Lokal
DOI:
https://doi.org/10.21070/ups.12507Keywords:
critical thinking, elementary school, problem-based learning, local cultural heritageAbstract
Critical thinking is a crucial competency in primary education; however, instruction often remains teacher-centered and lacks student engagement with contextual issues. This study aimed to examine the impact of Problem-Based Learning (PBL) on the critical thinking skills of fifth-grade students regarding local cultural heritage, specifically focusing on the context of Candi Pari. A quasi-experimental, non-equivalent control group design was employed with 60 students divided into experimental and control groups. Data were collected via pre-tests, post-tests, observations, and a validated critical thinking instrument. Analysis involved N-Gain, paired-sample t-tests, independent-sample t-tests, and Cohen’s d. The results revealed that the experimental group achieved higher post-test and N-Gain averages than the control group, with significant differences and a large effect size. PBL enhanced skills in interpretation, analysis, evaluation, inference, and explanation through collaborative inquiry, while also strengthening awareness of local cultural heritage.
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