IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM KETERAMPILAN BERPIKIR KRITIS SISWA KELAS V PEMBELAJARAN PENDIDIKAN PANCASILA SDN PUNTEN 01 BATU

Nurlaila. 2026. The Implementation of the Problem Based Learning Model in Developing Critical Thinking Skills of Fifth-Grade Students in Pancasila Education at SDN Punten 01 Batu. Undergraduate Thesis, Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang. Advisors: Bustanol Arifin, M.Pd
Keywords: Problem Based Learning, Critical Thinking Skills, Pancasila Education.
Pancasila Education in elementary schools plays a crucial role in instilling national values while developing students' critical thinking skills. However, in practice, students are still found to be less active in expressing their opinions, unable to analyze problems in depth, and tend to rely on teacher direction. This situation indicates a gap between the expected learning objectives and the reality on the ground. Therefore, the implementation of a learning model that can encourage active student engagement and develop critical thinking skills is necessary, one of which is the Problem-Based Learning (PBL) model. This study aims to describe the implementation of the Problem-Based Learning (PBL) model in the critical thinking skills of fifth-grade students in Pancasila Education at SDN Punten 01 Batu. This study aims to identify obstacles to implementing the Problem-Based Learning (PBL) model in fifth-grade students' critical thinking skills, and to identify solutions to overcome these obstacles.
This study used a qualitative approach with a descriptive research type. The subjects were fifth-grade teachers and students. Data collection techniques included observation, interviews, documentation, and field notes. Data analysis was conducted using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. Data validity was strengthened through triangulation of sources and techniques.
The results showed that teachers implemented the PBL model in accordance with the learning syntax, namely, student-oriented problem-solving, organizing students for learning, guiding investigations, developing and presenting work, and analyzing and evaluating the problem-solving process. This implementation resulted in indicators of students' critical thinking skills, including providing simple explanations, building basic skills, providing further explanations, developing strategies or tactics, and drawing conclusions. However, several obstacles were identified, such as students remaining passive in expressing opinions, limited group discussions due to seating arrangements, and students' difficulty drawing conclusions independently. To address these obstacles, teachers provided gradual guidance, reinforcement through reflective questions, and adjusted learning strategies to optimally develop students' critical thinking skills.