The Pengaruh Problem Based Learning terhadap Kemampuan Berpikir Kritis dan Motivasi Belajar IPA Siswa Sekolah Dasar
DOI:
https://doi.org/10.30605/cjpe.9.2.2026.7389Keywords:
Problem Based Learning, Kemampuan Berpikir Kritis, Motivasi Belajar, Pembelajaran IPA, Siswa Sekolah DasarAbstract
Urgensi penelitian ini terletak pada kebutuhan untuk mengidentifikasi strategi pembelajaran yang efektif dalam meningkatkan kemampuan berpikir kritis siswa sebagai bagian penting dari kompetensi abad ke-21, sekaligus menjawab tantangan rendahnya literasi sains di Indonesia. Penelitian ini bertujuan untuk mengkaji hubungan antara kemampuan berpikir kritis dan motivasi belajar IPA siswa kelas lima sekolah dasar dipengaruhi oleh Problem Based Learning. Telaah menggunakan rancangan eksperimen semu tipe pretest-posttest dengan kelompok kontrol non-ekuivalen yang melibatkan 56 siswa dari dua sekolah dasar negeri di Jakarta Timur. Alat pengumpulan data berupa tes kemampuan berpikir kritis yang meliputi tujuh aspek identifikasi masalah, pemberian argument penghubungan informasi, evaluasi berdasar bukti, penarikan simpulan, pengajuan solusi, dan interpretasi dampak—serta angket motivasi belajar IPA dengan sepuluh indikator menggunakan skala Likert lima tingkat. Metode Analysis of Covariance digunakan untuk mengolah data dengan bantuan Statistical Package for the Social Sciences versi 25.0. Temuan analisis memperlihatkan bahwa Problem Based Learning memiliki pengaruh yang signifikan pada kemampuan berpikir kritis siswa. (F=10,636; p=0,002<0,05; partial η²=0,167), di mana kelompok eksperimen mengalami kenaikan 27,3% sementara kelompok kontrol hanya 8,9%. Sebaliknya, penerapan model ini tidak menunjukkan dampak signifikan pada motivasi belajar IPA siswa (F=1,433; p=0,237>0,05). Uji korelasi mengungkapkan hubungan positif intensitas sedang antara kemampuan berpikir kritis dan motivasi belajar IPA (r=0,452; p<0,01). Disimpulkan bahwa kemampuan berpikir kritis dapat dikembangkan secara efektif melalui Problem Based Learning melalui proses penyelidikan nyata dan strategi penyelesaian masalah sistematis, namun peningkatan motivasi belajar IPA membutuhkan strategi pendukung tambahan dan waktu implementasi lebih lama untuk menciptakan perubahan substantif pada dimensi afektif siswa.
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