Model Pembelajaran Inquiry Sosial Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran IPS di Sekolah DasarBELAJARAN IPS DI SEKOLAH DASAR

Abstract

Elementary school students' critical thinking skills remain relatively low, particularly in Social Studies learning, which tends to be teacher-centered and emphasizes concept memorization. This study aimed to analyze the effect of the Social Inquiry learning model on improving the critical thinking skills of fourth-grade students in Social Studies. The study employed a quasi-experimental method with a nonequivalent control group design involving an experimental class and a control class. The research instruments consisted of a critical thinking skills test, learning implementation observation sheets, and documentation. Data were analyzed using the N-Gain test, Independent Sample t-Test, and effect size analysis. The results showed that the average N-Gain score of the experimental class was 0.63, categorized as moderate, while the control class obtained an average N-Gain score of 0.12, categorized as low. The Independent Sample t-Test results indicated a significance value (Sig. 2-tailed) of 0.001 < 0.05, meaning that the Social Inquiry learning model had a significant effect on students' critical thinking skills. In addition, Cohen’s d effect size value of 2.439 was categorized as high, indicating a strong effect. The implementation of the learning syntax reached 95%, which was categorized as very good. Therefore, the Social Inquiry learning model was proven effective in improving students' critical thinking skills in Social Studies learning. Accordingly, teachers are encouraged to apply the Social Inquiry learning model as an alternative instructional approach that can promote student engagement and critical thinking skills.