PENINGKATAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK DI SD MUHAMMADIYAH 11 SURABAYA MELALUI PEMBELAJARAN PjBL DENGAN PROYEK STEAM BIANGLALA SEDERHANA

IMPROVING CRITICAL THINKING SKILLS OF STUDENTS AT MUHAMMADIYAH 11 ELEMENTARY SCHOOL SURABAYA THROUGH PjBL LEARNING WITH THE SIMPLE FERRIS WHEEL STEAM PROJECT

Penelitian ini dilakukan untuk mengetahui keterlaksanaan pembelajaran PjBL dengan proyek STEAM, keterampilan berpikir kritis peserta didik setelah diterapkan pembelajaran dan bagaimana respon peserta didik terhadap pembelajaran PjBL dengan proyek STEAM yang diterapkan dalam pembelajaran IPA materi energi dan perubahannya kelas III sekolah dasar. Penelitian ini berjenis penelitian eksperimen dengan design quasi experimental: non-equivalent control group design, dimana penelitian dilaksanakan menggunakan dua kelas yaitu kelas kontrol dan eksperimen.

Data yang didapat melalui observasi menunjukkan keterlaksanaan pembelajaran PjBL dengan proyek STEAM yang memperoleh persentase sebesar 91% terlaksana. Adapun uji hipotesis yang dilaksanakan untuk melihat adanya peningkatan
dalam penelitian ini yaitu dengan menggunakan uji statistik non-parametrik Mann-Whitney U test. Uji non-parametrik diambil

Kata Kunci: pembelajaran berbasis proyek, STEAM, keterampilan berpikir kritis.

The purpose of this research is to investigate the feasibility of project-based learning (PjBL) with STEAM projects in enhancing the critical thinking skills of third-grade  elementary school students in thecontext of energy change in science classes. This study employs a quasi-experimental design: non-equivalent control group design, involving two classes, the control class and the experimental class. Based on the observed data, the feasibility rate of PjBL with STEAM projects in the context of energy change in third-grade science classes is 93.93%. To determine if there is a significant improvement, we employed the non-parametric Mann-Whitney U test, which was performed using SPSS 29. The results showed that the p-value for the comparison between the control and experimental groups' N-Gain scores was <0.001. Based on the aforementioned findings, a significant difference or improvement in critical thinking skills was observed between the control class using conventional teaching methods and the experimental class using PjBL with STEAM projects. The response from the students after the PjBL sessions was positive, with an 88.31% participation rate, as indicated by an after-lesson questionnaire..