PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PADA MATA PELAJARAN IPA PADA PESERTA DIDIK KELAS III MI MUHAMMADIYAH CECE

Abstract

This study was motivated by the low critical thinking skills of third-grade students at MI Muhammadiyah Cece, where 12 out of 16 students had not achieved the Minimum Mastery Criterion (KKM) of 70, with a mastery rate of only 25%. This condition resulted from lecture-based methods that left students less engaged in analyzing science material. This study aimed to determine the implementation of the Project-Based Learning (PjBL) model and improve students’ critical thinking skills in science learning. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model with four stages: planning, action, observation, and reflection. The study was conducted in two cycles with four meetings at MI Muhammadiyah Cece, ALLA District, Enrekang Regency, in the odd semester of 2025/2026. Subjects were 16 third-grade students: 9 male and 7 female. Data were collected through teacher and student activity observation sheets, a 20-item multiple-choice test based on Ennis’s (2021) critical thinking indicators, interview guidelines, and documentation. Data were analyzed descriptively using quantitative and qualitative techniques. The success indicator was 70% of students achieving the KKM. Results showed significant improvement in critical thinking skills from 25% in the pre-action stage to 44% in Cycle I and 94% in Cycle II. Student activity increased from 32% to 60% in Cycle I and 92.5% in Cycle II, while teacher activity improved from 35% to 72.5% in Cycle I and 97.5% in Cycle II. These findings prove the PjBL model is effective in improving critical thinking skills, promoting active learning, and creating meaningful student-centered science learning in elementary schools.