UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DENGAN MODEL SCIENCE, TECHNOLOGY AND SOCIETY PESERTA DIDIK PADA MATA PELAJARAN ILMU PENGETAHUAN SOSIAL KELAS IV SDN TAMPOJUNG TENGGINA
EFFORTS TO IMPROVE CRITICAL THINKING SKILLS WITH THE SCIENCE, TECHNOLOGY AND SOCIETY MODEL OF STUDENTS IN SOCIAL SCIENCE SUBJECTS GRADE IV SDN TAMPOJUNG TENGGINA
DOI:
https://doi.org/10.59966/pandu.v1i2.143Keywords:
STS Model, Student Creativity, Critical Thinking Ability, Social Studies Learning, Classroom Action ResearchAbstract
This study looks at how well the creativity of fourth grade social studies students of Tampojung Tenggina Elementary School is enhanced by the Science, Technology and Society (STS) learning paradigm. The research was conducted in two cycles with a classroom action research (CAR) approach. Each cycle includes planning, implementation, observation, and reflection, with modifications made in response to teacher observations. Students' capacity to connect academic ideas with real-world situations was enhanced during the first cycle as they worked together in groups to examine the relationship between natural resources and local economic growth. By linking natural resources to economic expansion, the second cycle further strengthened their understanding while fostering their critical thinking and creative abilities. These results are consistent with previous studies on how well STS models improve learning outcomes and process skills. Nonetheless, this study uses SITS in a novel way to promote critical thinking in social studies, demonstrating its efficacy as a method of combining classroom teaching with real-world situations.
References
Hidayati, N., Wulan, D. J., & Mustoip, S. (2021). Tanggapan Guru Sekolah Dasar Terhadap Inovasi Pembelajaran di Masa. Edubase : Journal of Basic Education, 2(2), 127–136.
Koilmo, E. B. A., Mbuik, H. B., & Nitte, Y. M. (2020). Analisis Penggunaan Media Flash Card dalam Meningkatkan Motivasi Membaca Permulaan Pelajaran Bahasa Indonesia Siswa Kelas 1 Sekolah Dasar Inpres Bertingkat Oebobo 2 Kupang. Jurnal Mahasiswa Pendidikan Dasar, 2(2), 101–110.
Machali, I. (2022). Bagaimana Melakukan Penelitian Tindakan Kelas Bagi Guru? IJAR, 1, 2.
Mursyidi, W. (2019). Kajian Teori Belajar Behaviorisme Dan Desain Instruksional. Al Marhalah, 3(1), 33–38.
Rahayu, W. (2016). Rahayu Winarti tentang Upaya Meningkatkan Hasil Belajar Siswa Melalui Model Pembelajaran Kooperatif Tipe STAD (Student Achivement Division) Pada Pembelajaran IPS Kelas IV MI Miftahul Khair Tanggerang.
Ratunguri, Y., Pangalila, T., Supit, D., Assa, F. F., & Tintingo, F. A. (2022). Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation Untuk Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Siswa Kelas IV SD GMIM 2 Woloan. Jurnal Pendidikan Dan Konseling (JPDK), 4(6), 2438–2444.
Salsabilah, A. S., Dewi, D. A., & Furnamasari, Y. F. (2021). Peran Guru Dalam Mewujudkan Pendidikan Karakter. Jurnal Pendidikan Tambusai, 5(3), 7158–7163.
Supriyati, S. (2022). Upaya Peningkatan Kemampuan Membaca Menggunakan Metode Permainan Media Kartu Bergambar Siswa Kelas I Di Sd Gunungdani …. Jurnal Riset Pendidikan Indonesia, 2(28), 270–279. https://ojs.unsiq.ac.id/index.php/jrpi/article/view/2585%0Ahttps://ojs.unsiq.ac.id/index.php/jrpi/article/download/2585/1594
Widiasih, N. P. A. (2020). Pengaruh model discovery learning berorientasi konstruktivisme sosiokultural terhadap curiosity dan hasil belajar ipa siswa kelas iv sd negeri gugus ra kartini denpasar barat. PENDASI: Jurnal Pendidikan Dasar Indonesia, 4(2), 34–41.
Yusmawita. (2018). Penggunaan Model Pembelajaran Kooperatif Tipe STAD Untuk Meningkatkan Kemampuan Membaca Siswa Kelas II SDN 004 Tembilahan Kabupaten Indragiri Hilir. 2, 305–310.