IMPLEMENTASI PROJECT-BASED LEARNING (PJBL) UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS PADA MATA PELAJARAN IPAS KELAS 3 DI MI AL FITHRAH SURABAYA

Abstract

Learning Natural and Social Sciences (IPAS) in Madrasah Ibtidaiyah requires the development of critical thinking skills as an essential component of 21st-century competencies. However, classroom practices at the lower grade level are still frequently dominated by teacher-centered and conventional approaches, resulting in limited opportunities for students to develop analytical, evaluative, and reflective thinking skills. This study aims to describe the implementation of the Project-Based Learning (PjBL) model and its contribution to the development of students’ critical thinking skills in IPAS learning among third-grade students at MI Al Fithrah. This research employed a qualitative approach with a descriptive research design. The research subjects consisted of one third-grade IPAS teacher and 20 third-grade students at MI Al Fithrah. Data were collected through classroom observations, semi-structured interviews, and documentation. The analysis of students’ critical thinking skills was based on four indicators: (1) interpretation, namely the ability to understand and explain information or problems; (2) analysis, namely the ability to identify relationships, causes, and relevant information; (3) evaluation, namely the ability to assess information, arguments, or solutions based on appropriate considerations; and (4) inference, namely the ability to draw conclusions based on the information and evidence obtained. Data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the implementation of PjBL through project planning, project implementation, monitoring, presentation, and evaluation provided opportunities for students to develop critical thinking skills. In the interpretation aspect, students were able to identify and explain information related to the project topic. In the analysis aspect, students were able to connect information obtained from observations with the problems addressed in the project. In the evaluation aspect, students demonstrated the ability to compare results, provide reasons for their choices, and assess the suitability of project outcomes. In the inference aspect, students were able to formulate conclusions based on observations and project results. PjBL also increased students’ participation, encouraged students to express ideas during group discussions, and strengthened their ability to solve contextual IPAS problems through direct project activities. Nevertheless, the implementation faced several challenges, particularly limited instructional time, differences in students’ independence, and the need for teacher guidance during project completion. The study concludes that Project-Based Learning can serve as an effective alternative instructional model for IPAS learning in Madrasah Ibtidaiyah because it provides structured learning experiences that support the development of students’ interpretation, analysis, evaluation, and inference skills.