Pengaruh Model Challenge Based Learning (CBL) terhadap Keterampilan Berpikir Kritis Siswa pada Mata Pelajaran IPA Kelas IV SD

Abstract

Education in the 21st century demands the mastery of critical thinking skills from an early age; however, science learning in elementary schools is often teacher-centered, leaving this potential underdeveloped. This study aims to determine the effect of implementing the Challenge-Based Learning (CBL) model on the critical thinking skills of 4th-grade elementary school students in Science. This quantitative study used a quasi-experimental method with a Pretest-Posttest Control Group design. The research sample consisted of 62 students at SDN Kamal 05 Pagi, divided into an experimental class (n=32) using the CBL model and a control class (n=30) using the Problem Based Learning (PBL) model. Data collection utilized multiple-choice and essay test instruments. The results showed a more significant improvement in critical thinking skills in the experimental class. The posttest average for the experimental class reached 76.75 with an N-Gain of 0.49 (medium category), while the control class was 62.60 with an N-Gain of 0.16 (low category). Hypothesis testing resulted in t-count (3.930) > t-table (2.000) at a significance level of α=0.05, leading to the rejection of H0. The effect size calculation also showed a value of d=0.99 (large category). In conclusion, the pure Challenge-Based Learning (CBL) model based on concrete activities has a positive and significant effect on improving the critical thinking skills of 4th-grade elementary school students.