PERAN GURU DALAM MEMBENTUK KETERAMPILAN BERPIKIR KRITIS PADA SISWA KELAS III SD MUHAMMADIYAH 1 PUCUK

Abstract

Critical thinking skills are among the essential abilities that need to be developed in elementary school students to help them express arguments, make decisions, and solve problems. In the learning process, teachers play an important role in creating active, meaningful, and contextual learning conditions that support the development of students' critical thinking skills. This study aimed to describe the role of teachers in developing critical thinking skills among third-grade students at SD Muhammadiyah 1 Pucuk. This study employed a descriptive qualitative approach. The research subjects consisted of the principal, the third-grade teacher, and third-grade students of SD Muhammadiyah 1 Pucuk. Data were collected through observation, interviews, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing, while data validity was ensured through source, time, and technique triangulation. The findings revealed that teachers played roles as facilitators, guides in the thinking process, providers of contextual learning situations, learning activity managers, learning models, assessors and feedback providers, reflection encouragers, learning strategy adjusters, motivators, and creators of a positive learning environment in developing students' critical thinking skills. These roles were implemented through discussions, question-and-answer activities, contextual problem-solving tasks, learning reflections, and feedback that encouraged students to think actively. Students' critical thinking skills were reflected in their ability to express arguments, make decisions, and solve problems during the learning process. The challenges identified included differences in students' abilities and the lack of self-confidence among some students in expressing their opinions. Based on the findings, it can be concluded that teachers play a significant role in developing students' critical thinking skills through active, contextual, and student-centered learning, thereby supporting the optimal development of students' critical thinking skills.

ABSTRAK

Keterampilan berpikir kritis merupakan salah satu kemampuan yang penting dikembangkan pada siswa sekolah dasar untuk membantu mereka dalam menyampaikan argumentasi, mengambil keputusan, dan menyelesaikan masalah. Dalam proses pembelajaran, guru memiliki peran yang penting dalam menciptakan kondisi belajar aktif, bermakna, dan kontekstual yang dapat mendukung berkembangnya keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam membentuk keterampilan berpikir kritis pada siswa kelas III SD Muhammadiyah 1 Pucuk. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian terdiri atas kepala sekolah, guru kelas III, dan siswa kelas III SD Muhammadiyah 1 Pucuk. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber, waktu, dan teknik. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator, pembimbing proses berpikir, penyedia situasi kontekstual, pengelola kegiatan belajar, model pembelajaran, pemberi penilaian dan umpan balik, pendorong refleksi, penyesuai strategi belajar, motivator, serta pencipta suasana belajar positif dalam membentuk keterampilan berpikir kritis siswa. Peran tersebut dilaksanakan melalui kegiatan diskusi, tanya jawab, pemberian masalah kontekstual, refleksi pembelajaran, serta pemberian umpan balik yang mendorong siswa untuk berpikir secara aktif. Keterampilan berpikir kritis siswa terlihat dari kemampuan menyampaikan argumentasi, mengambil keputusan, dan menyelesaikan masalah dalam proses pembelajaran. Adapun kendala yang ditemukan meliputi perbedaan kemampuan siswa dan rendahnya kepercayaan diri sebagian siswa dalam mengemukakan pendapat. Berdasarkan hasil penelitian, dapat disimpulkan bahwa guru memiliki peran yang penting dalam membentuk keterampilan berpikir kritis siswa melalui pembelajaran yang aktif, kontekstual, dan berpusat pada siswa sehingga mendukung perkembangan keterampilan berpikir kritis siswa secara optimal.