Penerapan Socratic Questioning dalam Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Murid Kelas VII Pelajaran Pendidikan Pancasila
DOI:
https://doi.org/10.58230/vs3yt861Keywords:
Problem-Based Learning, Socratic Questioning , Critical Thinking, Classroom Action Research, Pancasila EducationAbstract
Critical thinking skills among seventh-grade students in Pancasila Education at SMPN 36 Semarang remain underdeveloped, particularly in analyzing problems, providing reasoned arguments, and determining solutions based on relevant information. This study aimed to improve students' critical thinking skills through the implementation of the Problem-Based Learning (PBL) model integrated with Socratic Questioning on the topic of Applying Pancasila Values, given the importance of critical thinking as a core competency for civic and character education.
This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles. The subjects were 31 seventh-grade students (Class VII A) of SMPN 36 Semarang. Data were collected through critical thinking tests, observation, and documentation, then analyzed descriptively by comparing results across cycles.
Findings showed an increase in students' critical thinking ability from Cycle I to Cycle II, with the average score rising from 72.66 to 79.11. This improvement indicates that the integration of Socratic Questioning within the PBL model effectively strengthened students' analytical reasoning, argumentation, and problem-solving abilities.
The implementation of PBL based on Socratic Questioning proved effective in enhancing students' critical thinking skills in Pancasila Education. This study contributes to civic education pedagogy by demonstrating a practical instructional strategy and offers implications for teachers seeking to foster critical, reflective, and value-based thinking in social studies and character-based learning contexts.
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