The Influence of the 5e Learning Cycle Model Based on Project Based Learning on Students' Critical Thinking Skills in Science Learning at Muhammadiyah 1 Elementary School

Abstract

This study aims to design, implement, and determine the effect of the 5E Learning Cycle model based on Project-Based Learning (PjBL) on students' critical thinking skills in science learning at Muhammadiyah 1 Elementary School. The method used is quantitative with a quasi-experimental non-equivalent control group pretest-post-test design, involving two groups: an experimental group using the 5E Learning Cycle model based on PjBL and a control group using conventional learning methods. The research instruments include a HOTS-based critical thinking ability test, student activity observation sheets, and documentation. The results of data analysis showed that there was a significant difference between students' critical thinking skills in the experimental class and the control class. The experimental class experienced a significant increase based on the results of the Paired Sample t-test (t = -17.47, p <0.05) and Welch's t-test (t = -7.89, p <0.05). The application of the 5E Learning Cycle model based on PjBL has proven to be more effective in improving students' critical thinking skills than conventional methods. Thus, this learning model can be a strategic alternative in improving the quality of science learning in elementary schools