A Study on the Implementation of Constructivist Learning Theory in the Problem-Based Learning Model to Enhance Elementary School Students' Critical Thinking Skills
Abstract
The current investigation focuses on the role played by the constructivist theory of learning integrated with the PBL model in developing critical thinking skills of students at grade VB of elementary school Pandeglang, Banten, Indonesia. Critical thinking skills are fundamental for the contemporary epoch; however, there is insufficient knowledge on how they could be nurtured systematically in elementary school students of Indonesia. This qualitative and descriptive investigation took place from July to December 2024 in order to identify the opinions of 28 purposively selected students. For this purpose, data collection methods used in this case study included classroom observations, semistructured interviews, and documentary analysis. Data obtained through the above-mentioned methods were subjected to interactive analysis by the criteria suggested by Miles, Huberman, and Saldana. To ensure the validity of the results, data triangulation was utilized in this study. Based on this research, it can be concluded that the implementation of constructivism in each of five PBL syntaxes (problem orientation, student organization, guided inquiry, work presentation, and reflection and evaluation) improves critical thinking of students
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