Implementation of Audio-Visual Assisted Problem-Based Learning (PBL) Model to Improve Critical Thinking Skills

Andi  Mustika; Nurul Fitriah  Aras; Sinta Satria Dewi  Pendit; Azizah Azizah; Khairunnisa Khairunnisa

doi:10.54437/urwatulwutsqo.v14i2.2343

Authors

Andi Mustika Universitas Tadulako, Palu, Indonesia
Nurul Fitriah Aras Universitas Tadulako, Palu, Indonesia
Sinta Satria Dewi Pendit Universitas Tadulako Palu, Indonesia
Azizah Azizah Universitas Tadulako, Palu, Indonesia
Khairunnisa Khairunnisa Universitas Tadulako, Palu, Indonesia

DOI:

https://doi.org/10.54437/urwatulwutsqo.v14i2.2343

Keywords:

Problem-Based Learning (PBL), Audio Visual Critical Thinking Skills

Abstract

This study aims to improve the Critical Thinking Skills of Grade IV Students of SDN 2 Talise through Classroom Action Research (CAR). CAR is a research method deliberately conducted in classroom settings to enhance learning quality. The research follows Kemmis and McTaggart's model, comprising four stages: Planning, Action, Observation, and Reflection. Conducted at SDN 2 Talise during the 2024/2025 academic year, this study involved 17 grade IV students as research subjects. Data collection employed both non-test and test techniques. Non-test methods included interviews, observations, and documentation, while test data was gathered through essay assessments evaluating students' critical thinking skills in social studies material. The study implemented Problem-Based Learning (PBL) assisted by audio-visual media. Results demonstrated progressive improvement across cycles. In Pre-Action, classical learning completion achieved 25%. Cycle I showed improvement to 30.76%, representing a 5.76% increase. Most significantly, Cycle II demonstrated substantial progress with 89.41% classical learning completion, indicating a remarkable 58.65% improvement from Cycle I. These findings reveal that PBL implementation with audio-visual support effectively enhances students' critical thinking abilities. The dramatic improvement from 25% to 89.41% completion rates across the research cycles demonstrates the model's effectiveness. The progressive enhancement pattern confirms that structured problem-based approaches, when properly implemented with multimedia support, can significantly develop elementary students' critical thinking skills in social studies education. Therefore, the Problem-Based Learning model proves successful in improving Grade IV students' critical thinking skills at SDN 2 Talise.

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