Kontribusi Problem Based Learning dengan Socratic Questioning terhadap Keterampilan Berpikir Kritis Pembelajaran IPAS Sekolah Dasar

Irma Aprilia Satrianti, Septi Triyani, Jenny Indrastoeti Siti Poerwanti

Abstract

Elementary school students' critical thinking skills in social studies learning remain relatively low due to one-way instructional patterns that provide limited space for reflective questioning. This study aims to analyze the effect of integrating the Problem Based Learning (PBL) model with the Socratic Questioning method on the critical thinking skills of fifth-grade students in social studies learning at public elementary schools in the Ngurah Rai Cluster, Laweyan District, Surakarta. This study used a quantitative experimental approach with a Quasi-Experimental Nonequivalent Control Group Design. The sample was determined through cluster random sampling, with SDN Mangkuyudan as the experimental class and SDN Pajang 1 as the control class. Data were collected using a critical thinking skills essay test and analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, and the Independent Sample T-Test. The results showed a significance value (2-tailed) of 0.020 (< 0.05), with a posttest mean of 72.6 for the experimental class and 67.0 for the control class. These findings prove that the integration of PBL with Socratic Questioning has a positive and significant effect on improving students' critical thinking skills, particularly in social studies learning, consistent with a number of similar studies at the elementary school level.

Keywords

Problem Based Learning; Socratic Questioning; Critical Thingking Skills; Natural and Social Science.

References

Alfaidah, A., Pangestu, D., & Astiti, N. Y. (2026). Pengaruh Model Problem-Based Learning Berbasis Media Mystery Box Terhadap Kemampuan Berpikir Kritis Kelas V. 14(1), 416–424. https://doi.org/10.23887/jpiundiksha.v12i4.66951 Azizah, Riyadi, T. B. (2023). Analisis Keterampilan Berpikir Kritis Peserta Didik dalam Memecahkan Masalah Matematika Materi Volume Bangun Ruang Kelas V. 11(449), 149–154. https://doi.org/10.20961/jpd.v11i2.79478 Candra Laelika Indiarti, Jenny Indrastoeti Siti Poerwanti, S. S. (2022). Analisis kemampuan berpikir kritis dalam materi interaksi sosial pada pembelajaran IPS kelas V sekolah dasar. Didaktika Dwija Indria, 10, No 1(449). https://doi.org/10.20961/ddi.v10i1.61573 Debrina, A. T., & Istiyati, S. (2022). Peningkatan keterampilan berpikir elaboration melalui penerapan model think pair share ( tps ) dalam pembelajaran ips kelas V sekolah dasar. Didaktika Dwija Indria, 10(1), 54–59. https://doi.org/10.20961/ddi.v8i01.39525 Elder, R. P. & L. (2016). The Thinker’s Guide to Socratic Question. PhilPapers. Ennis, R. H. (2015). Critical Thinking: A Streamlined Conception. https://doi.org/10.1057/9781137378057_2 Fadhliyah, N., & Yulisetiani, S. (2023). Implementasi pendidikan karakter dalam pembelajaran tema 2 kelas III dan V sekolah dasar. Jurnal Pendidikan Indonesia, 9(449). https://doi.org/10.20961/jpiuns.v9i1.70825 Hadi, S. (2019). TIMSS INDONESIA ( TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY ). 562–569. Hakim, L. N. (2022). Model Pembelajaran Problem-based Learning (PBL) dalam Pelajaran Matematika di Sekolah Dasar. SHEs: Conference Series, 5(5), 1311–1316. https://doi.org/10.20961/shes.v5i6.84730 Idam Ragil Widianto Atmojo, Sriandayani, Annisa Ulfatun Nadhiroh, Y. S. B. (2024). Peningkatan Kemampuan Berpikir Kritis Menggunakan Model Pembelajaran Problem Based Learning (PBL) pada Mata Pelajaran IPAS Kelas V di SD Negeri Bumi I Surakarta. Social, Humanities, and Educational Studies SHEs:, 7(3), 1996–2001. https://doi.org/10.20961/shes.v7i3.92371 Iskandar, S., Rosmana, P. S., Nur, A., & Habibillah, A. (2024). Implementasi Model Pembelajaran Terpadu Tipe Conected dalam Meningkatkan Kualitas Belajar Peserta Didik. 8, 23587–23595. Retrieved from https://jptam.org/index.php/jptam/article/view/15467 Lestari, M. I., & Sri Sumartiningsih, E. S. (2024). Hambatan dan tantangan pembelajaran ilmu pengetahuan sosial di sekolah dasar 1. 7(2), 48–58. https://doi.org/10.20961/ddi.v11i3.76873 Marmoah, S., Poerwanti, J. I. S., Istiyati, S., & Mahfud, H. (2023). A Comparison of the Elementary School Educational Management in Malaysia and Indonesia. 9(8), 468–473. https://doi.org/10.29303/jppipa.v9i8.4679 Nuridayah, F., Sugandi, A. I., & Gida Kharisma (2023). Systematic literature review: pengembangan kemampuan berpikir kritis siswa melalui pembelajaran discovery learning. (Jurnal Pembelajaran 6(5), 2075–2084. https://doi.org/10.22460/jpmi.v6i5.17555 Pitorini, D. E., Suciati, & Harlita. (2025). Using an E-Module Based on Problem-Based Learning Combined With Socratic Dialogue To Develop Students’ Critical Thinking Skills: a Qualitative Study. Journal of Educators Online, 22(1), 52–65. https://doi.org/10.9743/JEO.2025.22.1.18 Putri, L. N., Ragil, I., Atmojo, W., Ardiansyah, R., & Saputri, I. (2021). Analisis Instrumen Asesmen IPA Berdasarkan Teori Berpikir Kritis Facione. Jurnal Pendidikan Dasar, 2(449), 44–49. https://doi.org/10.20961/jpd.v9i2.59886 Rahmawati, D., Vahlia, I., & Yunarti, T. (2022). Socrates questions to optimize students critical thinking. 13(2), 373–382. https://doi.org/10.24042/ajpm.v13i2.13728 Rehani, A., & Mustofa, T. A. (2023). Im plementasi Project Based Learning dalam Meningkatkan Pola Pikir Kritis Siswa di SMK Negeri 1 Surakarta. 12(4), 487–496. https://doi.org/10.58230/27454312.273 Sarip, N., Kaharuddin, K., & Palloan, P. (2022). Analisis Keterampilan Berpikir Kritis Peserta Didik Kelas X Di Sman 10 Makassar. Jurnal Sains Dan Pendidikan Fisika, 18(3), 291. https://doi.org/10.35580/jspf.v18i3.31668 Siti Halimah, Herlina Usman, S. M. (2023). Peningkatkan Kemampuan Berpikir Kritis Dalam Pembelajaran IPA Melalui Penerapan Model Pembelajaran Problem-based learning ( PBL ) di Sekolah Dasar Siti Halimah , Herlina Usman , Siti Maryam Pendidikan Dasar , Fakultas Ilmu Pendidikan , Universitas Negeri. Jurnal Ilmu Sosial Dan Pendidikan, 3(6). https://doi.org/10.36418/syntax-imperatif.v3i6.207 Solissa, E. M., Mustoip, S., Marlina, Cahyati, S. S., & Asdiana. (2023). Components of Contextual Teaching and Learning as The Basis for Developing a Character Education Model. JED : Jurnal of Etika Demokrasi, 8(1), 38–46. https://doi.org/10.26618/jed.v Sri Adhi Endaryati, Idam Ragil Widianto Atmojo, St. Y. Slamet, K. C. S. (2021). Analisis E - Modul Flipbook Berbasis P roblem B ased Learning untuk Memberdayakan Keterampilan Berpikir Kritis Pembelajaran IPA Sekolah Dasar. Jurnal Riset Pendagogik, 5. https://doi.org/10.20961/jdc.v5i2.56190 Sugiyono, P. D. (2018). Metode Penelitian Kuantitatif Kualitatif dan R&D. Sukarno, S., Marmoah, S., Indrastoeti, J., Poerwanti, S., Supianto, S., & Istiyati, S. (2025). Dwija Cendekia : Jurnal Riset Pedagogik. 9(2), 256–264. https://doi.org/10.20961/jdc.v9i1.104015 Usman, A. A., & Faradina, D. (2024). Pengaruh Socratic Questioning Terhadap peningkatan keterampilan berpikir kritis dan pemahaman konsep Siswa SMA Negeri 2 Halmahera Selatan. KUANTUM: Jurnal Pembelajaran & Sains Fisika, 5(2), 83–96. https://doi.org/10.5281/zenodo.14676033 Yunus, M. (2023). Penerapan Model Problem Based Learning (PBL) Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Penguasaan Konsep Pada Mata Pelajaran IPS Di Kelas V SDN Kumala. Journal Governance and Politics, 3, 97–107. Retrieved from http://jurnal.iyb.ac.id/index.php/jgp/article/view/344

DOI: https://doi.org/10.20961/ddi.v15i1.127379

Refbacks

  • There are currently no refbacks.