Edukasi: Jurnal Penelitian dan Artikel Pendidikan
Analisis Kemampuan Berpikir Kritis Ditinjau Dari Keterampilan Proses Sains Melalui Model PjBL Berbantuan Mobile Learning Pada Siswa Kelas V Sekolah Dasar
Abstract
The 2022 PISA results placed Indonesia at a science score of 383, well below the international average of 489, signalling persistent weaknesses in students' critical thinking skills (CTS) and science process skills (SPS). A preliminary survey across Gugus Kartini, Blora Regency, found that 82% of assessment items remained at the C1–C2 cognitive level and only 15.5% of fifth-grade students could communicate observational results scientifically. This study analysed fifth-grade students' critical thinking skills in terms of science process skills through a Project-Based Learning (PjBL) model assisted by QR Code–based mobile learning. A sequential explanatory mixed methods approach was applied, employing a pretest–posttest non-equivalent control group quasi-experimental design with 56 fifth-grade students from SDN 3 Jepangrejo (experimental) and SDN 1 Jepangrejo (control) on the topic of Light and Its Properties. Quantitative data were collected through essay-form CTS tests and SPS observation sheets, while qualitative data were drawn from purposive interviews with six students representing high, medium, and low SPS categories, then analysed using z-tests, independent and paired t-tests, N-gain, simple linear regression, and the Miles–Huberman model. Classical mastery in the experimental class reached 92.86%, with a CTS mean of 83.43 compared with 69.75 in the control class. The experimental class N-gain reached 66.84% (moderately effective), whereas the control class attained only 25.90% (ineffective). Regression analysis confirmed that SPS positively and significantly influenced CTS with a contribution of 77.3%. PjBL assisted by mobile learning is effective in enhancing fifth-grade students' critical thinking skills, and students' CTS profiles consistently correspond to their SPS categories. The findings imply that integrating project-based science instruction with mobile technology constitutes a viable strategy for strengthening 21st-century skills at the primary level.
Keywords
Critical Thinking Skills; Science Process Skills; QR Code–Based Mobile Learning; Project-Based Learning; Primary School StudentsReferences
- AlNajdi, S. M. (2022). The effectiveness of using augmented reality (AR) to enhance student performance: using quick response (QR) codes in student textbooks in the Saudi education system. Educational Technology Research and Development, 70(3), 1105–1124. https://doi.org/10.1007/s11423-022-10100-4
- Andarista, E., Alfi, C., & Amalia, S. N. (2025). Pengembangan Media Diosia Berbasis QR Code melalui Pembelajaran Berbasis Masalah untuk Meningkatkan Self-efficacy Dan Pemecahan Masalah Siswa Kelas V SD. Jurnal Penelitian & Artikel Pendidikan, 17(02), 935–954.
- Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
- Dong, Z., Chiu, M. M., Zhou, S., & Zhang, Z. (2024). The effect of mobile learning on school-aged students’ science achievement: A meta-analysis. Education and Information Technologies, 29(1), 517–544. https://doi.org/10.1007/s10639-023-12240-3
- Fauziah, F. M. (2022). Systematic Literature Review: Bagaimanakah Pembelajaran IPA Berbasis Keterampilan Proses Sains yang Efektif Meningkatkan Keterampilan Berpikir Kritis? Jurnal Pendidikan MIPA, 12(3), 455–463.
- Kemendikbudristek. (2022). Capaian Pembelajaran Mata Pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) Fase A-Fase C Untuk SD/MI/Program Paket A.
- Kemendikdasmen. (2025). Rapor Pendidikan Indonesia.
- Khairunnisa, Harahap, F., & Ashairin, A. (2024). The influence of project-based learning models and creativity on critical thinking. Inovasi Kurikulum, 21 Nomor 3(2), 1137–1148.
- Krajcik, J. S., & Shin, N. (2022). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (3rd ed., pp. 72–92). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108888295.006
- Madzkiyah, A. F., Subanji, & Arifin, S. (2024). Students’ Problem-Solving Skills Based on Polya’s Stages. Indonesian Journal of Mathematics Education, 7(2). https://doi.org/10.31002/ijome.v7i2.2648
- OECD. (2023). PISA 2022 Results. Factsheets, I, 2–6. https://doi.org/10.1787/53f23881-en
- Paramita, W., Pujiastuti, E., & Asih, T. S. N. (2024). Pembelajaran Model Project Based-Learning Berbantuan Aplikasi MathCityMap. Penamuda Media.
- Sa’diyah, H., Umalihayati, Hidayah, R., Salimi, M., Evasufi Widi Fajari, L., Aini, S., & Mashudi. (2024). The Effect of Problem Based Learning Model on Critical Thinking Skills in Elementary School: A Meta Analysis Study. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 9(1), 135–160. http://journal.iaimnumetrolampung.ac.id/index.php/ji/
- Setiyadi, M. W., Sudiatmika, A. A. I. A. R., Suma, K., & Suardana, N. (2024). Meta-Analysis: The Effect of Project Based Learning on Science Process Skills. Jurnal Pembelajaran Dan Biologi Nukleus, 10(1), 52–62. https://doi.org/10.36987/jpbn.v10i1.5227
- Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan R&D (Edisi ke-2). Alfabeta.
- Wardani, I. S., Widodo, A., & Munir. (2024). The Effect of Smartphones Media to Improve Critical Thinking Skills Student of Elementary School. Jurnal Penelitian Pendidikan IPA, 10(2), 479–485. https://doi.org/10.29303/jppipa.v10i2.3346
- Wiratman, A., Ajiegoena, A. M., & Widiyanti, N. (2023). Pembelajaran Berbasis Keterampilan Proses Sains: Bagaimana Pengaruhnya Terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(1), 463–472.