Hasanah, Hudaidah, Wardiyah

Penerapan Model Problem Based Learning Berbatuan Wordwall Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Pada Mata Pelajaran Sejarah

Introduction

Penerapan model problem based learning berbatuan wordwall untuk meningkatkan kemampuan berpikir kritis peserta didik pada mata pelajaran sejarah. Tingkatkan berpikir kritis siswa pada pelajaran Sejarah dengan model Problem Based Learning berbantuan Wordwall. Penelitian di SMAN 2 Palembang menunjukkan peningkatan signifikan kemampuan berpikir kritis siswa.

Abstract

This article discusses the application of the problem based learning model assisted by wordwall media to improve students' critical thinking skills in history subjects at SMAN 2 Palembang. The research method used was classroom action research carried out in 2 cycles. Data collection uses observation sheet instruments, written tests and student worksheets. The results of the research showed that there was an increase in students' critical thinking skills, which in cycle 1 was 39.53% and in cycle 2 it was 83.72%.

Review

This article presents a timely and relevant investigation into enhancing critical thinking skills in history education, a domain often challenged by traditional rote learning. The authors' focus on applying the Problem-Based Learning (PBL) model, further enriched by the interactive Wordwall media, offers an innovative and practical approach to address this crucial pedagogical need. The explicit objective to improve critical thinking, coupled with the clear positive outcomes reported—a substantial increase from 39.53% to 83.72% across two cycles—underscores the potential effectiveness of this blended instructional strategy. The research contributes valuable insights for educators seeking to foster deeper engagement and analytical capabilities among students. The methodology employed, Classroom Action Research (CAR), is well-suited for addressing specific pedagogical challenges within a particular educational setting like SMAN 2 Palembang. The use of observation sheets, written tests, and student worksheets for data collection suggests a multi-faceted approach to assessing student progress. However, to fully appreciate the depth of the findings, the abstract could benefit from briefly outlining how "critical thinking skills" were operationally defined and measured by these instruments. Further detail on the specific nature of the problems presented within the PBL framework and how Wordwall specifically facilitated critical engagement (e.g., through particular activities or interactive elements) would strengthen the methodological clarity and allow for better replication or adaptation by other practitioners. Overall, this study provides compelling evidence that the integration of PBL with Wordwall media can be a highly effective strategy for significantly improving critical thinking in history subjects. The findings hold practical implications for history teachers aiming to move beyond conventional teaching methods and cultivate higher-order thinking skills. For future research, it would be beneficial to explore the long-term retention of these skills, compare this approach with other critical thinking interventions, or investigate its applicability across different historical topics or educational contexts. Nonetheless, the reported success rate strongly advocates for the continued exploration and adoption of such innovative, technology-enhanced pedagogical models to equip students with essential cognitive competencies.

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