The impact of PBL on improving critical thinking skills in fractions lessons

Indri Rahmawati; Mardiyana Mardiyana; Chumdari Chumdari

doi:10.17509/curricula.v5i2.576

Authors

Indri Rahmawati Universitas Sebelas Maret
Mardiyana Universitas Sebelas Maret
Chumdari Universitas Sebelas Maret

DOI:

https://doi.org/10.17509/curricula.v5i2.576

Keywords:

critical thinking, elementary school, fractions, problem based learning

Abstract

In mathematics learning in elementary schools. This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving sixth-grade students' critical thinking skills in fractions in Sragen District during the 2025/2026 academic year. The background is students' low critical thinking skills, with an average score below the Kriteria Ketuntasan Minimal (KKM), as well as great difficulty in mathematical modeling and fraction operations. This study used a quantitative approach with a quasi-experimental design and cluster random sampling technique. The sample comprised 52 students in the experimental group (PBL model) and 54 in the control group (direct model). Data were collected through pretest and posttest instruments that had been tested for validity, reliability, discrimination power, and difficulty level. Data analysis was carried out using swimmer tests (normality and homogeneity) and ANOVA for hypothesis testing. The results showed that Fcount > Ftable, indicating a significant difference between the two groups. Thus, PBL is effective in improving critical thinking skills and encouraging active learning in elementary school students. The success of PBL implementation depends heavily on the quality of the problem design, the teacher's ability to facilitate the inquiry process, and students' readiness to engage in learning that demands independence and collaboration.

Abstrak

Keterampilan berpikir kritis penting untuk mengembangkan pemikiran logis dan kemampuan memecahkan masalah dalam pembelajaran Matematika di sekolah dasar. Penelitian ini mengkaji efektivitas model Problem-Based Learning (PBL) dalam meningkatkan keterampilan berpikir kritis murid kelas VI SD pada materi pecahan di Kecamatan Sragen Tahun Pelajaran 2025/2026. Latar belakangnya adalah rendahnya kemampuan berpikir kritis murid, dengan rata-rata nilai di bawah KKM, serta tingginya kesulitan dalam pemodelan Matematika dan operasi pecahan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-experiment dan teknik cluster random sampling. Sampel terdiri dari 52 murid pada kelompok eksperimen (model PBL) dan 54 murid pada kelompok kontrol (model langsung). Data dikumpulkan melalui instrumen pretest dan posttest yang telah diuji validitas, reliabilitas, daya beda, dan tingkat kesukaran. Analisis data melalui uji prasyarat (normalitas dan homogenitas), serta uji hipotesis menggunakan ANAVA. Hasil menunjukkan bahwa Fhitung > Ftabel, sehingga terdapat perbedaan yang signifikan antara kedua kelompok. Dengan demikian, PBL efektif dalam meningkatkan keterampilan berpikir kritis dan mendorong pembelajaran aktif murid sekolah dasar. Keberhasilan implementasi PBL sangat bergantung pada kualitas desain masalah yang disajikan, keterampilan guru dalam memfasilitasi proses inkuiri, serta kesiapan murid untuk terlibat dalam pembelajaran yang menuntut kemandirian dan kolaborasi.

Kata Kunci: berpikir kritis; pecahan; problem based learning; sekolah dasar

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