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KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATA PELAJARAN IPAS KELAS V DI SD STRADA BINA MULIA I JAKARTA
Abstract
ABSTRAK
Kemampuan berpikir kritis merupakan salah satu keterampilan penting dalam menghadapi tantangan era globalisasi. Penelitian ini betujuan untuk menganalisis kemampuan berpikir kritis peserta didik pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) kelas V di SD Strada Bina Mulia I, Jakarta. Penelitian menggunakan metode deskriptif kuantitatif dengan sampel 98 peserta didik, yang dinilai melalui tes pilihan ganda dan esai. Analisis dilakukan terhadap lima aspek berpikir kritis: menganalisis, menyintesis, mengenal dan memecahkan masalah, menyimpulkan, serta mengevaluasi. Hasil penelitian menunjukkan bahwa 62,24% peserta didik berada pada kategori tinggi (nilai 91-100), 32,65% pada kategori sedang (nilai 81-90), dan 5,10% pada kategori rendah (nilai 71-80). Tes pilihan ganda mengungkapkan kemampuan peserta didik dalam menganalisis informasi secara efektif, sedangkan tes esai menunjukkan tantangan dalam menyusun argumen tertulis. Kesimpulan penelitian menekankan pentingnya pendekatan pembelajaran berbasis proyek dan diskusi kelompok untuk meningkatkan kemampuan berpikir kritis peserta didik. Implikasi dari penelitian ini adalah perlunya penguatan strategi pembelajaran yang adaptif untuk mengakomodasi kebutuhan peserta didik dengan berbagai tingkat pemahaman.
Kata Kunci: Berpikir kritis, pembelajaran IPAS
ABSTRACT
Critical thinking skills are essential in addressing the challenges of globalization. This study aims to analyze the critical thinking abilities of fifth-grade students in the Science and Social Studies (IPAS) subject at SD Strada Bina Mulia I, Jakarta. The research employed a descriptive quantitative method with a sample of 98 students, assessed through multiple-choice tests and essays. The analysis focused on five aspects of critical thinking: analyzing, synthesizing, problem recognition and solving, concluding, and evaluating. The results showed that 62.24% of students were categorized as high achievers (scores 91-100), 32.65% as moderate achievers (scores 81-90), and 5.10% as low achievers (scores 71-80). The multiple-choice test revealed students’ effectiveness in analyzing information, while the essay test highlighted challenges in constructing written arguments. The study concludes that project-based learning and group discussions are crucial strategies for enhancing students’ critical thinking skills. The implications emphasize the need for adaptive teaching strategies to meet the diverse learning needs of students.
Keyword: Critical thinking, IPAS learning
Keywords
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DOI: https://doi.org/10.31932/ve.v16i1.4501
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