Penerapan Model Problem Based Learning (PBL) Untuk Menigkatkan Keterampilan Berpikir Kritis Siswa SMP

Implementation Of Problem-Based Learning (PBL) Model To Improve Critical Thinking Skills Of Junior High School Students

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan keterampilan berpikir kritis siswa dan respons siswa setelah mengikuti pembelajaran dengan model Problem Based Learning. Metode penelitian yang digunakan menggunakan deskriptif kuantitatif dengan desain penelitian one group pretest posttest. Subjek penelitian adalah siswa kelas VII E SMP Negeri 61 Surabaya tahun ajaran 2024/2025. Instrumen penelitian yang digunakan yaitu lembar observasi keterlaksanaan pembelajaran, lembar tes keterampilan berpikir kritis, dan lembar angket respons siswa. Teknik pengumpulan data yaitu observasi, tes dan angket. Teknik analisis data yang digunakan yaitu analisis N gain, analisis persentase skala guttman, dan analisis persentase skala likert. Hasil penelitian keterlaksanaan pembelajaran dengan menerapkan model Problem Based Learning terlaksana baik dengan persentase 100% berkategori sangat baik. Keterampilan berpikir kritis siswa meningkat dengan skor rata-rata N Gain sebesar 0,8 berkategori tinggi serta sebanyak 84% siswa memberikan respons positif terhadap pembelajaran ini.

Kata kunci: Problem Based Learning, Berpikir Kritis, Pencemaran Air.

This study aims to describe the implementation of learning, improving students critical thinking skills and student responses after participating in learning with the Problem Based Learning model. The research method used is quantitative descriptive with a one group pretest posttest research design. The subjects of the study were students of class VII E SMP Negeri 61 Surabaya in the 2024/2025 academic year. The research instruments used were the learning implementation observation sheet, the critical thinking skills test sheet, and the student response questionnaire. The data collection techniques included observation, tests, and questionnaires. The data analysis techniques used were N gain analysis, Guttman scale percentage analysis, and Likert scale percentage analysis. The results showed that the implementation of learning using the Problem-Based Learning model was carried out well, with a percentage of 100%, categorized as very good. Students' critical thinking skills improved, with an average N Gain score of 0.8, categorized as high, and 84% of students gave a positive response to the learning process.

Keywords: Problem Based Learning, Critical Thinking, Water Pollution.