@phdthesis{digilib72653,
           month = {August},
           title = {IMPLEMENTASI MODEL PBL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN SOAL HOTS PADA MATA PELAJARAN IPA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 18104080065 Ahmad Jazuly},
            year = {2025},
            note = {Fitri Yuliawati S.Pd.Si., M.Pd.Si},
        keywords = {Problem Based Learning, Berpikir Kritis, Soal HOTS, IPA},
             url = {https://digilib.uin-suka.ac.id/id/eprint/72653/},
        abstract = {This research is motivated by the low level of students? critical thinking skills in science learning, which is mainly due to the dominance of lecture-based methods that lack active student engagement. The purpose of this study is to describe the implementation of the Problem-Based Learning (PBL) model integrated with HOTS-based questions in the fifth-grade Natural Sciences class at SD Al-Amin Sinar Putih, to analyze the level of students? critical thinking skills after implementation, and to identify the supporting and inhibiting factors during the process.
This study employs a qualitative approach with a case study design. The research subjects consist of one classroom teacher and 15 fifth-grade students. Data were collected through observation, interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing.
The research results indicate that the implementation of the Problem-Based Learning (PBL) model using HOTS questions at the C4 (analysis) level is able to encourage students to distinguish key information, organize answers logically, connect concepts with real-life contexts, and construct coherent cause-and-effect patterns. Test results show that most students fall into the ?Good? to ?Very Good? categories in analytical skills, and student reflections indicate an increased conceptual understanding as well as more advanced critical thinking abilities. Supporting factors for this success include teacher guidance in contextual learning, heterogeneous group discussions, and challenging HOTS questions, whereas inhibiting factors include students? need for further support in constructing arguments, uneven participation, and low confidence during presentations.}
}