PENGARUH MODEL PEMBELAJARAN PBL BERBANTUAN MEDIA IFP PADA MATA PELAJARAN IPAS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

The low level of students' critical thinking skills in Science and Social Studies (IPAS) is attributed to the continued dominance of conventional teaching. This study aimed to examine the effect of the Problem-Based Learning (PBL) model assisted by Interactive Flat Panel (IFP) media on elementary school students' critical thinking skills in IPAS. A quantitative quasi-experimental method with a Non-Equivalent Pretest–Posttest Control Group Design was employed. The sample consisted of 38 fifth-grade students in Kragilan Village during the 2026/2027 academic year, selected through cluster random sampling. The instrument was an essay test, and the data were analyzed using normality, homogeneity, and balance tests, simple linear regression, independent samples t-test, and paired samples t-test. The regression analysis showed that the calculated F-value (55.25) exceeded the F-table value (4.67), with a coefficient of determination (R²) of 0.8094, indicating that PBL assisted by IFP media contributed 80.94% to students' critical thinking skills. The independent samples t-test (3.83 > 2.048) revealed a significant difference between the experimental and control classes, and the paired samples t-test (12.240 > 2.145) revealed a significant improvement after the treatment. Therefore, PBL assisted by IFP media is effective in improving students' critical thinking skills in IPAS.