The Influence of the Implementation of the Integrated PBL (Problem Based Learning) Model with Differentiated Learning on Students' Critical Thinking Skills in Science Subjects
DOI:
10.29303/jppipa.v11i4.10669Published:
2025-04-25Issue:
Vol. 11 No. 4 (2025): April: In ProgressKeywords:
Problem Based Learning, Science, Critical ThinkingResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Based on the results of the pre-study, it is known that students' critical thinking skills are still not optimal. This is caused by the learning approach that has not been able to encourage the development of creativity and high-level thinking skills. To overcome this problem, the Problem Based Learning (PBL) approach combined with differentiated learning is offered as an innovative strategy to improve students' critical thinking skills. This study uses a quantitative approach with an experimental method. The design applied is Pre-Experimental with the form of One-Group Pretest-Posttest. The subjects of the study were fifth grade students of Elementary School 47/IV Jambi City. The critical thinking ability measurement instrument has been validated through expert judgment and limited trials. The indicators measured include the ability to identify problems, analyze arguments, evaluate information, draw logical conclusions, and make rational decisions. The results of the study showed a significant increase in critical thinking skills after the implementation of learning. The average pretest score of 53.23 increased to 75.32 in the posttest, which shows that the approach applied has a positive influence on the development of students' critical thinking skills. The integration of PBL with differentiated learning is not only able to encourage the improvement of critical thinking skills, but also provides space for individual learning needs, as well as increasing students' active involvement in the learning process. Theoretically, this study strengthens the relevance of constructivism theory in elementary education. Practically, the results of this study provide alternative effective and adaptive learning strategies for teachers in developing critical thinking skills in heterogeneous classes.
References
Affandy, H., Sunarno, W., Suryana, R., & Harjana. (2024). Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education. Thinking Skills and Creativity, 53(June), 101575. https://doi.org/10.1016/j.tsc.2024.101575
Arviani, F. P., Wahyudin, D., & Dewi, L. (2023). The Effectiveness of Problem Based Learning Model in Improving Students’ Higher Order Thinking Skills. JPI (Jurnal Pendidikan Indonesia), 12(4), 627–635. https://doi.org/10.23887/jpiundiksha.v12i4.65606
Astria, R., & Kusuma, A. B. (2023). Analisis Pembelajaran Berdiferensiasi Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 6(2), 112–119. https://doi.org/10.30605/proximal.v6i2.2647
Dhamayanti, P. V. (2022). Systematic literature review: Pengaruh Strategi Pembelajaran Inkuiri Terhadap Kemampuan Berpikir Kritis Peserta Didik. Indonesian Journal of Educational Development, 3(2), 209–219. https://ojs.mahadewa.ac.id/index.php/ijed/article/view/1966/1530
Indrayani, I.G.A.P.W, Yadnya, I.G.P, Pramana, I.W.A.Y.G, Putra, P.E.P, & Putra, I. N. P. . (2024). Fenomena Fear Out Missing Out (Fomo) Terhadap Keputusan Pembelian Restoran Viral Karen’S Diner Jakarta. Jurnal Bisnis Hospitaliti, 13(1), 89–101. https://doi.org/10.52352/jbh.v13i1.1382
Janmariando, P., Napitupulu, R.P., & Simarmata, R.K. (2023). Pengaruh Model Problem Based Learning (Pbl) Terhadap Hasil Belajar Siswa Kelas V Sd Negeri 47 Prabumulih. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 9(3), 168–177. https://doi.org/10.36989/didaktik.v9i3.1436
Jumhur, A. A., Avianti, R. A., Nurfitri, P. E., & Mahir, I. (2024). Implementation of Problem-based Learning to Improve Critical Thinking Ability of Vocational Students in Jakarta. 5(5), 16–24.
Kemendikbud. (2022). Ilmu Pengetahuan Alam dan Sosial (IPAS) SD-SMA. Merdeka Mengajar.
Kusumawati, I. T., Soebagyo, J., & Nuriadin, I. (2022). Studi Kepustakaan Kemampuan Berpikir Kritis Dengan Penerapan Model PBL Pada Pendekatan Teori Konstruktivisme. Jurnal MathEdu, 5(1), 13–18.
Labobar, J. (2024). Artificial Intelligence : Tantangan Dalam Pembelajaran Kewarganegaraan. Civics Education and Social Science Journal (CESSJ), 6(1), 63–75. https://doi.org/10.32585/cessj.v6i1.5224
Lai, W. F. (2023). Integrating sociocultural perspectives into a university classroom: A case study of students’ experience. Heliyon, 9(6), e17228. https://doi.org/10.1016/j.heliyon.2023.e17228
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
Sari, M., & Rosidah, A. (2023). Implementasi Model Problem Based Learning ( PBL ) Terhadap Hasil Belajar IPS SD. Jurnal Ilmiah Pendidik Indonesia, 2(1), 8–17.
Sarie, F. N. (2022). Implementasi Pembelajaran Berdiferensiasi Dengan Model Problem Based Learning Pada Siswa Sekolah Dasar Kelas Vi. Tunas Nusantara, 4(2), 492–498. Https://Doi.Org/10.34001/Jtn.V4i2.3782
Siswani, Sudirman & Angga, P. D. (2024). Pelaksanaan Pembelajaran Berdiferensiasi Pada Mata Pelajaran Ilmu Pengetahuan Alam dan Sosial ( IPAS ) Kelas IV SDN Embung Karung. 9, 2556–2563.
Sri Nopiani, Iin Purnamasari, Duwi Nuvitalia, & Andiani Rahmawati. (2023). Kompetensi 4C Dalam Implementasi Kurikulum Merdeka Di Kelas Iv Sekolah Dasar. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 9(2), 5202–5210. https://doi.org/10.36989/didaktik.v9i2.1136
Sulistyaningrum, H., Winata, A., & Cacik, S. (2019). Analisis Kemampuan Awal 21st Century Skills Mahasiswa Calon Guru SD. Jurnal Pendidikan Dasar Nusantara, 5(1), 142. https://doi.org/10.29407/jpdn.v5i1.13068
Suswati, U. (2021). Penerapan Problem Based Learning (Pbl) Meningkatkan Hasil Belajar Kimia. Jurnal Inovasi Keguruan Dan Ilmu Pendidikan, 1(3), 127–136.
Syafitri, E., Armanto, D., & Rahmadani, E. (2021). Aksiologi Kemampuan Berpikir Kritis (Kajian Tentang Manfaat dari Kemampuan Berpikir Kritis). Journal of Science and Social Research, 4(3), 320. https://doi.org/10.54314/jssr.v4i3.682
Author Biographies
Tri Utami Widayati, Master of Elementary Education
Destrinelli, Master of Elementary Education
Muhammad Sofwan, Master of Elementary Education
License
Copyright (c) 2025 Tri Utami Widayati, Destrinelli, Muhammad Sofwan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
