Aug 2026· Attadrib Jurnal Pendidikan Guru Madrasah Ibtidaiyah· Vol 9, pp. 427-437· 0 citations· 39 references
Abstract
The shift in 21st-century educational paradigms demands that elementary school students develop high-level competencies, particularly critical thinking skills, which are often underutilized in traditional teacher-centered classrooms. This study aims to improve students’ critical thinking skills through the implementation of the Problem-Based Learning (PBL) model assisted by animated video in Pancasila Education learning in grade IV. This study used a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting. The subjects were 28 students of class IV.B at SD Negeri Jongkang, Sleman Regency, Yogyakarta, in the 2025/2026 academic year. Data were collected through observation, critical thinking tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed a significant improvement in students' critical thinking skills from cycle I to cycle II. In cycle I, the mastery percentage was only 18% (5 out of 28 students) with an average score of 64.4. This increased substantially in cycle II to 75% (21 out of 28 students) with an average score of 82.7. These findings reinforce the effectiveness of the PBL model assisted by animated video in improving elementary school students' critical thinking. Implicatively, this research contributes to the development of active learning strategies aligned with modern competency demands in the context of Pancasila Education.
conceptual understanding, passive student participation, and a lack of critical thinking and collaboration skills due to conventional, teacher-centered instructional methods. This study aims to evaluate the effectiveness of an innovative variation of the "LANTAN" model—a hybrid integration of Problem-Based Learning (PBL), Numbered Heads Together (NHT), and Teams Games Tournament (TGT)—focusing on the geometric shapes topic. Utilizing Classroom Action Research (CAR) based on the Kemmis and McTaggart model, this study was conducted across two cycles (comprising four sessions) and involved 11 fourth-grade students as subjects. Data were collected through test and non-test techniques and subsequently analyzed using comparative descriptive statistics. The findings revealed a significant, linear improvement in every session. By the end of Cycle II, the teacher's activity score achieved a perfect score of 36, categorized as "Excellent." Correspondingly, classical mastery of student activities, critical thinking skills, collaboration skills, and individual cognitive learning outcomes drastically surged to a perfect 100%. In conclusion, the implementation of the innovative LANTAN model is proven to be highly effective in enhancing both the quality of the learning process and the mathematics learning outcomes in elementary education.
Tya Yuniar, M. Maimunah· Ensiklopedia Jurnal Pendidik...· 0 citations
This study was motivated by the low level of science conceptual understanding and critical thinking skills among sixth-grade students at SDN 2 Damparan. Preliminary observations revealed that the classical mastery of science concepts reached only 33%, while students' critical thinking skills were merely 25%, primarily due to teacher-centered instructional practices. This study aimed to improve both aspects through the implementation of the Problem-Based Learning (PBL) model. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection conducted over two cycles. The participants were 12 sixth-grade students enrolled in the 2025/2026 academic year. Data were collected through tests, observations, and documentation, and analyzed using qualitative and quantitative descriptive techniques. The findings demonstrated that the implementation of PBL improved students' classical mastery of science concepts from 33% in the pre-cycle to 75% in Cycle I and 100% in Cycle II. Similarly, students' critical thinking skills increased from 25% in the pre-cycle to 58.33% in Cycle I and 91.67% in Cycle II. These findings indicate that the PBL model is effective in enhancing students' science conceptual understanding and critical thinking skills.
The low level of students' critical thinking skills and environmental literacy, as reflected in Indonesia's poor performance in PISA, along with the still-dominant use of conventional, teacher-centered learning methods, served as the background of this research. Which limit students' active participation and higher-order thinking development in ecosystem learning. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by video media on students' critical thinking skills and environmental literacy in ecosystem learning. This study employed a quasi-experimental research design with a non-equivalent control group design. The research was conducted at SMAS Angkasa 1 Lanud Soewondo Medan, involving Grade X students in the even semester of the 2025/2026 academic year. Data were collected through pretest and post-test instruments measuring critical thinking skills and environmental literacy, which encompassed three components: knowledge, attitude, and behavior. The data analysis was performed using descriptive statistics and an independent sample t-test. The results indicate that students in the experimental class who were taught using the video-assisted PBL model demonstrated significantly higher critical thinking skills and environmental literacy scores compared to students in the control class who received conventional instruction. These findings contribute to the development of science, particularly by providing empirical evidence on the effectiveness of video-assisted PBL in enhancing critical thinking skills and environmental literacy, and by offering a reference for future research and innovation in biology education.
A. Pramesti, Widya Arwita· Spizaetus: Jurnal Biologi da...· 0 citations
Students’ critical thinking skills in expository-text learning require further development because classroom instruction tends to remain teacher-centered and relies on single-mode verbal texts. This study aimed to analyze the improvement of students’ critical thinking skills through the implementation of interactive learning based on multimodal texts. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model and was conducted in two cycles involving 20 students. Each cycle comprised planning, action, observation, and reflection. Data were collected through tests, observations, and documentation and were analyzed using descriptive quantitative and interactive qualitative techniques. The results showed gradual improvements in both mean scores and classical learning mastery. The mean score and mastery percentage increased from 56.15 and 25% in the pre-cycle stage to 70.40 and 50% in Cycle 1 and to 80.85 and 90% in Cycle 2. These improvements were associated with the use of written texts, images, infographics, audio, and video as interconnected sources of information analyzed through discussions, stimulating questions, feedback, and instructional scaffolding. Therefore, interactive learning based on multimodal texts can improve expository-text instruction and descriptively enhance students’ critical thinking skills, although the findings remain contextual to a single classroom.
Mulyati Mulyati, Arwan Arwan, Bagus Muhammad Fadli· Prima Magistra Jurnal Ilmiah...· 0 citations
The development of critical thinking skills among pre-service elementary teachers remains a persistent challenge, particularly given the limited availability of instructional materials that explicitly integrate higher-order thinking processes into science instruction. While case-based learning (CBL) has been widely recognized as an effective pedagogical approach, its systematic integration into structured teaching materials in elementary teacher education contexts remains underexplored, especially in local Indonesian settings. This study aims to develop and evaluate the feasibility and effectiveness of CBL-oriented science teaching materials designed for pre-service elementary teachers. This research employed a Research and Development (R&D) design based on the Borg and Gall model, involving multiple stages of product validation and field testing. The participants consisted of undergraduate students from a Primary School Teacher Education program. The effectiveness of the developed materials was examined using a quasi-experimental design with pretest–posttest control groups. Data were collected through expert validation instruments, response questionnaires, and a critical thinking skills test, and analyzed using descriptive statistics, independent-sample t-tests, and normalized gain (N-gain) scores. The findings indicate that the developed CBL-based teaching materials are highly feasible, as demonstrated by expert validation scores across language, content, instructional design, and practitioner assessments, all categorized as “excellent.” Furthermore, the materials were effective in improving students’ critical thinking skills, as evidenced by a statistically significant difference between the experimental and control groups (p = 0.00 < .05) and a moderate learning gain. This study contributes to the field by providing empirically validated, context-specific instructional materials that integrate case-based learning into science education for pre-service elementary teachers. The findings highlight the potential of structured CBL materials to enhance critical thinking and support the preparation of future teachers capable of implementing higher-order thinking-oriented instruction in elementary classrooms.
Fembriani Fembriani, T. R. Koroh· Primary Jurnal Pendidikan Gu...· 0 citations
Primary school students in Thailand continue to struggle with science process skills and creative thinking, a challenge underscored by Thailand’s lowest Programme for International Student Assessment (PISA) science scores in 20 years. Traditional instruction emphasizing content memorization while neglecting real-world application has been identified as a major contributing factor. Addressing this issue is critical, as both competencies are foundational for 21st-century learning. This study examined the effects of an integrated phenomenon-based learning and play-based learning (PhBL-PBL) innovation on Grade 2 students’ science process skills and creative thinking skills. A one-group posttest-only design was adopted with 41 students in an authentic Thai primary classroom. Data were collected using validated instruments and analyzed through descriptive statistics and one-sample t-tests against predefined performance criteria. Results showed that 92.68% of students achieved creative thinking skills at a good level or above, and 85.37% reached the same threshold for science process skills, with mean scores for both domains significantly exceeding the criterion level (p<.05). These findings suggest that integrating phenomenon-based and play-based approaches effectively develops both competencies simultaneously, providing empirical evidence for a developmentally appropriate model of elementary science instruction with potential applicability beyond the Thai educational context.
Prapatchit Techa, Sakda Swathanan, Wichaya Pewkam et al.· International Journal of Eva...· 0 citations