PENGARUH MODEL PEMBELAJARAN PROBING PROMSTING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA PELAJARAN PAI KELAS V SDI DARUL MAKMUR

Abstrak

The low level of student engagement in the learning process, the dominance of lecture methods, and the underdeveloped critical thinking skills formed the background of this research. Observations showed that many students had not yet achieved a good category in critical thinking indicators, particularly in analysis and evaluation. This condition indicates that learning requiring higher-order thinking skills has not been fully successful, thus necessitating the application of a learning model capable of stimulating students’ critical thinking skills more effectively. This study employed a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The research subjects consisted of two classes: class V.1 as the experimental group, which received treatment using the Probing Prompting learning model, and class V.2 as the control group, which was taught using the lecture method. Data were collected through a critical thinking skills test based on Ennis’ indicators. Data analysis was conducted using normality tests, homogeneity tests, and an independent t-test with the help of SPSS software. The results showed that the data were normally distributed and homogeneous. The independent t-test on the posttest results produced a significance value of 0.044 < 0.05, which means there was a significant difference between the experimental and control classes. Thus, the alternative hypothesis (Ha) was accepted, indicating that the Probing Prompting learning model had a positive effect on improving students’ critical thinking skills in Islamic Religious Education (PAI) for fifth-grade students at SDI Darul Makmur.