Implementasi Model PBL Dalam Mengembangkan Keterampilan Berpikir Kritis Siswa Kelas IV Pada Pembelajaran Bahasa Indonesia Di SDN Junrejo 2 Batu

SDN Junrejo 2 Batu is one of the elementary schools that implements the independent curriculum and uses the PBL model in learning, especially in grade IV teachers often implement the PBL model in developing students' critical thinking skills. The application of the PBL model in developing students' critical thinking skills is carried out in Indonesian language learning, because Indonesian language learning is an important learning that needs to be taught since students enter elementary school. In addition, Indonesian is used as a means to hone critical thinking skills and develop self-potential in elementary school students. The objectives of this study are: (1) To describe the implementation of the PBL model in developing critical thinking skills of grade IV students in Indonesian language learning at SDN Junrejo 2 Batu, (2) to describe the obstacles to implementing the PBL model in developing critical thinking skills of grade IV students, (3) to describe solutions to overcome obstacles to implementing the PBL model in developing critical thinking skills of grade IV students.
This study uses a descriptive qualitative approach. The study was conducted at SDN Junrejo 2 Batu with primary data sources, namely the principal, teachers and fourth grade students. Data collection in this study used interviews, observations, documentation and field notes. The implementation of learning begins with preparation or planning, namely by preparing learning devices that include Indonesian language teaching modules with the PBL model, learning media and also LKS books. The implementation of the PBL model in grade IV is able to develop students' critical thinking skills as seen from 5 indicators of critical thinking skills that are seen during the Indonesian language learning process. Constraints: only some students are involved in completing group assignments, group discussions carried out by students take up quite a lot of time not in accordance with the initial agreement so that the teacher has not fully completed the learning activities. When working on individual assignments, some students still have difficulty finding their own answers in LKS and still need help from their friends, the PBL model applied is in accordance with the syntax and is effective but there are steps in learning activities that have not been implemented, namely closing activities, the learning methods used are still monotonous and lack of enthusiasm from teachers in creating enjoyable learning according to student needs. Solutions to overcome these obstacles: limit the groups that come forward for presentations so as not to take too much time and use media that suits the students' needs.