THE APPLICATION OF THE PROBLEM-BASED LEARNING (PBL) MODEL TO IMPROVE THE CRITICAL THINKING SKILLS OF THIRD-GRADE STUDENTS AT SDN 22 JEPPE’E

Abstract

This study explored the use of Problem-Based Learning (PBL) as a learning strategy to develop critical thinking skills among third-grade students at SDN 22 Jeppe. The research was designed as Classroom Action Research and implemented in two cycles, each involving systematic stages of preparation, implementation, observation, and evaluation. The participants were third-grade students, and the study examined how learning activities based on real-world problems improved students’ critical thinking abilities. Data were collected through written assessments, classroom observations, and relevant documentation. The collected data were analyzed using descriptive statistical methods to examine average scores and levels of learning achievement. The results showed a clear improvement in students’ critical thinking skills throughout the research process. Initial findings in the first cycle indicated limited progress; however, notable development occurred in the second cycle following refinements to the instructional approach. These findings suggest that the PBL model can effectively enhance critical thinking skills in elementary school students.