ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN PANCASILA PADA KELAS V SD KRISTEN POLIWU

Critical thinking skills represent a fundamental 21st-century competence that must be cultivated from elementary education, particularly within Pancasila Education learning. However, practical implementation frequently encounters obstacles such as limited reading literacy and conventional teaching methods, leaving students' reasoning processes suboptimally developed. This study aims to analyze the critical thinking skills of fifth-grade students at SD Kristen Poliwu in Pancasila learning along with its influencing factors. A descriptive qualitative approach with a field research design was employed. The research subjects comprised six fifth-grade students, one classroom teacher, and one school principal. Data collection was carried out through direct observation, structured in-depth interviews, and documentation. Data analysis proceeded interactively through data reduction, data display, and conclusion drawing based on Michael Scriven and Richard Paul's critical thinking framework. The results indicate that students' critical thinking skills have developed, though achievement remains uneven across all aspects. The most prominent abilities appear in drawing conclusions and evaluating simple information based on daily experiences. Conversely, the abilities to analyze theoretical problems and provide in-depth interpretations still require guidance due to vocabulary limitations and fear of making mistakes. Key determinants encompass students' internal dimensions and teachers' pedagogical strategies utilizing contextual case studies. This study concludes that Pancasila learning rooted in authentic social environments effectively fosters elementary school students' critical reasoning. ABSTRAK Kemampuan berpikir kritis merupakan keterampilan fundamental abad ke-21 yang harus ditumbuhkan sejak pendidikan dasar, khususnya dalam pembelajaran Pendidikan Pancasila. Namun, implementasi di lapangan sering kali menghadapi kendala keterbatasan literasi membaca dan dominasi pembelajaran konvensional sehingga proses penalaran peserta didik belum berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa kelas V SD Kristen Poliwu dalam pembelajaran Pendidikan Pancasila beserta faktor-faktor yang memengaruhinya. Pendekatan yang digunakan adalah kualitatif deskriptif dengan desain studi lapangan (field research). Subjek penelitian terdiri atas enam peserta didik kelas V, satu guru kelas, dan satu kepala sekolah. Pengumpulan data dilaksanakan melalui teknik observasi langsung, wawancara mendalam terstruktur, serta kajian dokumentasi. Analisis data berlangsung interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan berdasarkan kerangka berpikir kritis Michael Scriven dan Richard Paul. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa telah berkembang, tetapi capaiannya belum merata pada seluruh aspek. Keterampilan yang paling menonjol terdapat pada aspek menarik kesimpulan dan mengevaluasi informasi sederhana berbasis pengalaman harian. Sebaliknya, kemampuan menganalisis permasalahan teoritis dan memberikan interpretasi mendalam masih memerlukan bimbingan akibat keterbatasan kosakata dan rasa takut salah. Faktor penentu mencakup dimensi internal peserta didik serta strategi pedagogis guru melalui pemanfaatan kasus kontekstual. Penelitian ini menyimpulkan bahwa pembelajaran Pancasila berbasis lingkungan sosial nyata terbukti efektif menumbuhkan daya nalar kritis siswa sekolah dasar.