The implementation of problem-based learning model to enhance the critical thinking skills of third-grade students in the Pancasila and citizenship education subject

Abstract

This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) model in improving students’ critical thinking skills in the Pancasila and Citizenship Education subject, particularly on the topic of Indonesia’s National Symbols at SDN 138 Palembang. The research employed a quasi-experimental approach using a Nonequivalent Control Group Design, involving two classes: an experimental class applying the PBL model and a control class implementing the Student-Centered Learning (SCL) model. The main research instrument consisted of a critical thinking skills test developed based on Ennis’s indicators, supplemented with student activity observation sheets and lesson implementation checklists. Data were analyzed quantitatively using descriptive statistics by comparing the percentage of critical thinking achievement between the two groups. The findings revealed that the implementation of PBL consistently enhanced the critical thinking skills of third-grade students more significantly than the SCL approach. Students in the experimental class demonstrated higher levels of engagement, analytical ability, and reflection on national values. The PBL model was proven to be aligned with the Merdeka Curriculum, as it fosters contextual, collaborative, and learner-centered instruction that supports the development of the Pancasila Student Profile. These results affirm that PBL can serve as a strategic alternative in thematic learning, particularly to strengthen critical thinking abilities and civic character among elementary school students.