Peningkatan Kemampuan Berfikir Kritis Matematika Melalui Model Problem Based Learning Pada Siswa Kelas III SD Negeri 2 Culik

Abstract

This classroom action research aimed to improve the mathematical critical thinking skills of third-grade students at SD Negeri 2 Culik through the implementation of the Problem Based Learning model. The study was motivated by the low critical thinking ability of students in mathematics learning, particularly in solving story problems, explaining answers, and analyzing mathematical situations. The research employed the Kemmis and McTaggart classroom action research design consisting of three cycles, with each cycle including planning, action, observation, and reflection stages. The subjects of the study were 24 third-grade students. Data were collected through observation sheets, field notes, documentation, and critical thinking tests based on the indicators proposed by Peter A. Facione, namely interpretation, analysis, evaluation, inference, and explanation. The results showed that the implementation of the Problem Based Learning model significantly improved students’ mathematical critical thinking skills. The average pre-test score was 54.8 with a learning mastery percentage of 20.8%. After the implementation of the actions, the average score increased to 65.4 in Cycle I, 76.8 in Cycle II, and 84.2 in Cycle III, while learning mastery improved to 91.7%. Improvements also occurred in all critical thinking indicators, especially explanation and evaluation skills. In addition, students became more active, confident, cooperative, and willing to express their opinions during the learning process. Therefore, the Problem Based Learning model proved effective in improving mathematical critical thinking skills among elementary school students.