Enhancing Critical Thinking Skills in Social Studies: Implementing Problem-Based Learning (PBL) at MIN 2 Manggarai Timur

Abstract

This Classroom Action Research (CAR) aims to explore the implementation of Problem-Based Learning (PBL) in enhancing the critical thinking skills of students in the Integrated Social Sciences (IPAS) subject at MIN 2 Manggarai Timur. The research was conducted in response to the observed need for more engaging and interactive learning strategies that foster deeper understanding and problem-solving abilities. The focus of this study is to determine whether the PBL model can improve students' engagement, participation, and academic performance in IPAS lessons. The research was carried out in two cycles, involving 30 students from class VI at the school. Data were collected through observations, interviews, student reflections, and tests before and after the intervention. The findings indicated that the PBL approach effectively improved students' critical thinking, problem-solving skills, and overall academic performance. Students became more active in class discussions, demonstrated better analytical skills, and were able to relate theoretical knowledge to real-world situations. Moreover, the collaborative nature of PBL helped foster teamwork and communication skills among students. The research highlights the potential of PBL as an effective pedagogical approach for enhancing learning outcomes in social studies, especially in schools with a need for innovative teaching methods. Based on the findings, it is recommended that teachers incorporate PBL into their teaching strategies to promote a more interactive and meaningful learning experience for students in the subject of Integrated Social Sciences.