Peningkatan Keterampilan Berpikir Kritis Pembelajaran IPAS melalui Model Project Based Learning Siswa Kelas III di SDN 1 Ngadikusuman

Abstract

This study aims to improve the critical thinking skills of third-grade students at Ngadikusuman 1 Elementary School through the application of the Project-Based Learning (PjBL) model combined with Augmented Reality (AR)-based flashcards in Natural and Social Sciences (IPAS) lessons. This research was prompted by the low critical thinking skills of students as seen from the pre-cycle results, where most students were unable to analyse information, connect concepts, or conclude data accurately in accordance with critical thinking skill indicators. This research used a Classroom Action Research (CAR) design conducted in two cycles, with 39 third-grade students as subjects. Each cycle went through the stages of planning, implementation, observation, and reflection. Data were obtained through HOTS-type written tests designed based on five main indicators of critical thinking skills, namely the ability to analyse, synthesise, solve problems, conclude, and evaluate. The results showed a significant increase in the students' average scores. In the pre-cycle stage, the average critical thinking skills score was 51.15, then increased to 68.74 in cycle I, and reached 82.42 in cycle II. In addition, the percentage of classical mastery also increased to 82% at the end of the action. These findings indicate that the application of the AR-based flashcard-assisted PjBL model is effective in creating more meaningful and interactive learning experiences that encourage students to think more critically. Thus, this model can be used as an alternative learning strategy in efforts to improve the quality of the learning process and outcomes for primary school students.