Application Of the Problem Based Learning Model to Improve The Understanding of Science Concepts and Critical Thinking Skills of Grade VI Students at SDN 2 Damparan

Abstract

This study was motivated by the low level of science conceptual understanding and critical thinking skills among sixth-grade students at SDN 2 Damparan. Preliminary observations revealed that the classical mastery of science concepts reached only 33%, while students' critical thinking skills were merely 25%, primarily due to teacher-centered instructional practices. This study aimed to improve both aspects through the implementation of the Problem-Based Learning (PBL) model. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection conducted over two cycles. The participants were 12 sixth-grade students enrolled in the 2025/2026 academic year. Data were collected through tests, observations, and documentation, and analyzed using qualitative and quantitative descriptive techniques. The findings demonstrated that the implementation of PBL improved students' classical mastery of science concepts from 33% in the pre-cycle to 75% in Cycle I and 100% in Cycle II. Similarly, students' critical thinking skills increased from 25% in the pre-cycle to 58.33% in Cycle I and 91.67% in Cycle II. These findings indicate that the PBL model is effective in enhancing students' science conceptual understanding and critical thinking skills.