PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERORIENTASI TRI HITA KARANA PADA PEMBELAJARAN IPAS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR
Kata Kunci:
Problem Based Learning, Tri Hita Karana, Kemampuan Berpikir Kritis, Ilmu Pengetahuan Alam Dan Sosial (IPAS)Abstrak
Penggunaanxmodel pembelajaran yangdkkurang tepat menyebabkanv rendahnya kemampuankoberpikir kritiscrsiswa. Tujuan daril penelitian ini untukvmengetahui pengaruh modelplpembelajaran ProblemcxBased Learningvc(PBL) berorientasi tri hita karana terhadap kemampuan berpikir kritis;.siswa kelasdIV Sekolah[]Dasar. Subjekbnpenelitian inikyyaitu siswai kelas IVk SD GugusolVIIytKecamatan Bulelengoptahun ajaran 2024/2025 yang meliputi 60 siswa.pqTeknik pengumpulan/ data yang digunakan meliputi observasi, wawancara dokumentasi, dan tes.mJenis penelitian’;ini yaitu quasi experiment denganvdesain penelitian pretest posttestolcontrol group design. Hasilmzpenelitian ini menunjukkancwbahwa rata-rata skor pretest kelas eksperimen sebesar 18,41 dan rata-rata skor posttest kelas eksperimen sebesar 43,22. Sedangkan rata-rata skor pretest kelas kontrol 17,43 dan rata-rata skor posttest kelas kontrol sebesar 21,36. Berdasarkan hasil uji hipotesis yang menunjukkan bahwa nilai Sig. (2-tailed) yaitu 0,000 yang lebih kecil dari nilai tarafp9signifikansilkyaitu50,05. Dengan jdemikian dapatxdisimpulkanzbahwa metode yang diterapkan mampu memberikancvpengaruh yang positif padas kemampuan berpikir kritisctIlmu PengetahuanzAlam dan Sosialxr(1IPAS0) siswamkelas IV SD Gugus%VII Kecamatan@Buleleng.
This study aimed to investigate the effect of the Tri Hita Karana-oriented Problem-Based Learning (PBL) model on the critical thinking skills of fourth-grade elementary school students. The subjects of this research were 60 fourth-grade students from SD Gugus VII, Buleleng District, during the 2024/2025 academic year. Data collection techniques included observation, interviews, documentation, and tests. This research employed a quasi-experimental design with a pretest-posttest control group design. The results showed that the average pretest score for the experimental class was 18.41, while the average posttest score was 43.22. In contrast, the control class had an average pretest score of 17.43 and an average posttest score of 21.36. Based on the hypothesis test, the Sig. (2-tailed) value was 0.000, which is less than the significance level of 0.05. Therefore, it can be concluded that the implemented method positively influences the critical thinking skills in Science and Social Studies (IPAS) among fourth-grade students at SD Gugus VII, Buleleng District.
