Penerapan Strategi Learning Station untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Kelas V pada Materi Sifat Cahaya

Abstract

This study aims to enhance the critical thinking skills of fifth-grade students at SDN Petapan 2 on the properties of light topic through the implementation of the Learning Station strategy. This Classroom Action Research (CAR) utilized the Kemmis & Taggart model, conducted in two cycles comprising planning, action, observation, and reflection stages. The subjects consisted of 11 fifth-grade students. Data were collected using Higher Order Thinking Skills (HOTS)-based cognitive evaluation tests, learning engagement observation sheets, and documentation. The results demonstrated a significant improvement in students' critical thinking abilities. The mean cognitive score increased from 48,5 at pre-cycle to 68,2 in Cycle I, and reached 85,4 in Cycle II. Classical learning mastery (≥ 70) rose from 18,2% (2 students) at pre-cycle, to 54,5% (6 students) in Cycle I, and achieved 90,9% (10 students) in Cycle II, thereby exceeding the research success indicator (≥ 80%). Based on these findings, it can be concluded that the Learning Station strategy effectively accommodates diverse learning modalities and enhances critical thinking skills as well as active student engagement in elementary science education.