PENGARUH MODEL INQUIRY BASED LEARNING (IBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPA KELAS V SEKOLAH DASAR DI KECAMATAN PULOGADUNG JAKARTA TIMUR

ASTRID MAULIDIYAH, . (2026) PENGARUH MODEL INQUIRY BASED LEARNING (IBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPA KELAS V SEKOLAH DASAR DI KECAMATAN PULOGADUNG JAKARTA TIMUR. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui secara empiris pengaruh penerapan model pembelajaran Inquiry Based Learning (IBL) terhadap kemampuan berpikir kritis siswa pada mata pelajaran IPA kelas V sekolah dasar di Kecamatan Pulogadung Jakarta Timur. Penelitian ini menggunakan metode eksperimen dengan desain Pretest-Posttest Control Group. Sampel penelitian terdiri dari 64 siswa, yaitu 32 siswa kelas eksperimen dan 32 siswa kelas kontrol yang ditentukan melalui pengundian kelas. Instrumen penelitian berupa tes uraian kemampuan berpikir kritis. Hasil analisis menggunakan uji Independent Sample t-Test menunjukkan bahwa thitung > ttabel (3,583 > 1,999) dengan nilai signifikansi 0,001 < 0,05. Hasil tersebut menunjukkan bahwa model Inquiry Based Learning berpengaruh signifikan terhadap kemampuan berpikir kritis siswa. Nilai effect size (Cohen’s d) sebesar 0,807 termasuk kategori besar. Selain itu, rata-rata N-Gain kelas eksperimen sebesar 43,31% (kategori sedang) lebih tinggi dibandingkan kelas kontrol sebesar 29,86% (kategori rendah). Dengan demikian, model Inquiry Based Learning efektif dalam meningkatkan kemampuan berpikir kritis siswa. Kata kunci: Model Pembelajaran Inquiry Based Learning, Kemampuan Berpikir Kritis, Sekolah Dasar ***** This study aims to empirically examine the effect of the Inquiry Based Learning (IBL) model on students’ critical thinking skills in science subjects for fifth grade elementary school in Pulogadung District, East Jakarta. This research employed an experimental method with a Pretest-Posttest Control Group design. The sample consisted of 64 students, with 32 students in the experimental class and 32 students in the control class, determined through random class assignment. The research instrument was an essay test to measure students’ critical thinking skills. The results of data analysis using the Independent Sample t-Test showed that tcount > ttable (3.583 > 1.999) with a significance value of 0.001 < 0.05. These results indicate that the Inquiry Based Learning model has a significant effect on students’ critical thinking skills. The effect size (Cohen’s d) was 0.807, which is categorized as a large effect. In addition, the average N-Gain score of the experimental class was 43.31% (moderate category), which was higher than the control class at 29.86% (low category). Therefore, the Inquiry Based Learning model is effective in improving students’ critical thinking skills. Keywords: Inquiry Based Learning, Critical Thinking Skills, Elementary School*

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr.Tunjungsari Sekaringtyas, M.Pd. 2). Prof. Dr. Herlina, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Astrid Maulidiyah .
Date Deposited:	20 Jul 2026 06:43
Last Modified:	20 Jul 2026 06:43
URI:	http://repository.unj.ac.id/id/eprint/66775

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