PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP KETERAMPILAN BERPIKIR KRITIS PADA PEMBELAJARAN IPS KELAS IV SEKOLAH DASAR DI KECAMATAN CILEDUG

KANSA AURA PUTRI, . (2026) PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP KETERAMPILAN BERPIKIR KRITIS PADA PEMBELAJARAN IPS KELAS IV SEKOLAH DASAR DI KECAMATAN CILEDUG. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) terhadap keterampilan berpikir kritis siswa pada pembelajaran IPS kelas IV Sekolah Dasar. Penelitian menggunakan metode kuasi eksperimen dengan pendekatan kuantitatif dan desain Pretest-Posttest Control Group Design. Populasi ditentukan melalui teknik cluster random sampling, dengan SDN Sudimara 2 Ciledug sebagai lokasi penelitian. Sampel ditetapkan melalui pengundian kelas, yaitu kelas IV-B (25 siswa) sebagai kelas eksperimen dan kelas IV-C (25 siswa) sebagai kelas kontrol, sehingga total sampel berjumlah 50 siswa. Teknik pengumpulan data menggunakan tes uraian sebanyak 10 soal, yang setelah uji validitas menjadi 8 soal berdasarkan indikator keterampilan berpikir kritis menurut Ennis. Tes diberikan dua kali, yaitu pretest dan posttest pada kedua kelas. Kelas eksperimen diberikan perlakuan menggunakan model PjBL, sedangkan kelas kontrol menggunakan model ekspositori. Setiap butir soal dinilai dengan skala 0–4. Hasil analisis deskriptif menunjukkan bahwa rata-rata keterampilan berpikir kritis kelas eksperimen sebesar 85,42, sedangkan kelas kontrol sebesar 70,22. Nilai N-Gain sebesar 73,9 termasuk kategori cukup efektif. Hasil uji-t menunjukkan thitung 7,79 > ttabel 2,01 pada taraf signifikansi α = 0,05, sehingga terdapat pengaruh signifikan penerapan model PjBL terhadap keterampilan berpikir kritis siswa. Dengan demikian, model PjBL dinyatakan cukup efektif dalam meningkatkan keterampilan berpikir kritis pada pembelajaran IPS kelas IV Sekolah Dasar. ***** This study aims to determine the effect of the Project Based Learning (PjBL) model on students’ critical thinking skills in Social Studies learning for fourth-grade elementary school students. The study employed a quasi-experimental method with a quantitative approach and a Pretest-Posttest Control Group Design. The population was determined using cluster random sampling technique, with SDN Sudimara 2 Ciledug as the research site. The sample was selected through class lottery, consisting of class IV-B (25 students) as the experimental class and class IV-C (25 students) as the control class, resulting in a total sample of 50 students. The data collection technique used an essay test consisting of 10 questions, which after the validity test became 8 valid questions based on Ennis’ critical thinking skill indicators. The test was administered twice, namely pretest and posttest, in both classes. The experimental class received treatment using the PjBL model, while the control class used the expository learning model. Each test item was scored on a scale of 0–4. The results of the descriptive analysis showed that the average critical thinking skill score of the experimental class was 85.42, while the control class was 70.22. The N-Gain score of 73.9 was categorized as moderately effective. The t-test results showed that tcount 7.79 > ttable 2.01 at a significance level of α = 0.05, indicating that there was a significant effect of implementing the PjBL model on students’ critical thinking skills. Therefore, the PjBL model was considered moderately effective in improving critical thinking skills in Social Studies learning for fourth-grade elementary school students.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Ir. Arita Marini, M.E. ; 2). Dr. Uswatun Hasanah, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Users 33675 not found.
Date Deposited:	23 Jun 2026 02:03
Last Modified:	23 Jun 2026 02:03
URI:	http://repository.unj.ac.id/id/eprint/66390

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