PENGARUH MODEL PROBLEM-BASED LEARNING DI LUAR KELAS TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH SISWA SEKOLAH DASAR DALAM PEMBELAJARAN IPAS
DOI:
https://doi.org/10.51878/learning.v5i4.7519Keywords:
Problem-Based Learning, Keterampilan, Argumentasi IlmiahAbstract
This research is motivated by the challenges of 21st-century education to develop higher-order thinking skills such as scientific argumentation, whose implementation in elementary schools is still suboptimal due to classroom-centered learning. The main focus of this study is to bridge this gap by examining the effect of the Problem-Based Learning (PBL) model implemented outside the classroom on the scientific argumentation skills of sixth-grade students at SD Negeri 2 Besuki. This quasi-experimental study with a pretest-posttest control group design involved grade VI-A (the experimental group) learning with PBL outside the classroom and grade VI-B (the control group) learning with conventional learning. Data were collected through a scientific argumentation essay test and analyzed using an independent t-test. The results showed that the implementation of the PBL model outside the classroom was significantly superior. The experimental group experienced a significantly higher average score increase (from 58.44 to 82.11) compared to the control group (from 57.88 to 64.23), with statistical significance (p=0.001). It was concluded that the synergy between the PBL framework, which encourages argumentation, and the out-of-class context that provides authentic evidence, proved highly effective in developing students' scientific argumentation skills holistically.
ABSTRAK
Penelitian ini dilatarbelakangi oleh tantangan pendidikan abad ke-21 untuk mengembangkan keterampilan berpikir tingkat tinggi seperti argumentasi ilmiah, yang implementasinya di sekolah dasar masih belum optimal karena pembelajaran yang terpusat di dalam kelas. Fokus utama penelitian ini adalah untuk menjembatani kesenjangan tersebut dengan menguji pengaruh model Problem-Based Learning (PBL) yang dilaksanakan di luar kelas terhadap keterampilan argumentasi ilmiah siswa kelas VI SD Negeri 2 Besuki. Penelitian kuasi-eksperimental dengan desain pretest-posttest control group ini melibatkan kelas VI-A (kelompok eksperimen) yang belajar dengan PBL di luar kelas dan kelas VI-B (kelompok kontrol) dengan pembelajaran konvensional. Data dikumpulkan melalui tes esai argumentasi ilmiah dan dianalisis menggunakan uji-t independen. Hasil penelitian menunjukkan bahwa penerapan model PBL di luar kelas secara signifikan lebih unggul. Kelompok eksperimen mengalami peningkatan skor rata-rata yang jauh lebih tinggi (dari 58,44 menjadi 82,11) dibandingkan kelompok kontrol (dari 57,88 menjadi 64,23), dengan signifikansi statistik (p=0,001). Disimpulkan bahwa sinergi antara kerangka PBL yang mendorong kebutuhan berargumen dan konteks luar kelas yang menyediakan bukti otentik terbukti sangat efektif untuk mengembangkan keterampilan argumentasi ilmiah siswa secara holistik.
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