PBL dan Pertanyaan Terbuka sebagai Inovasi Pembelajaran Karakter Rasa Ingin Tahu di Sekolah Dasar
DOI:
https://doi.org/10.31004/riggs.v4i4.3478Keywords:
Problem-Based Learning, Pertanyaan Terbuka, Rasa Ingin Tahu, Pendidikan Karakter, Sekolah DasarAbstract
Penelitian ini bertujuan untuk menggambarkan implementasi model Problem-Based Learning (PBL) yang dipadukan dengan strategi pertanyaan terbuka sebagai sarana dalam menumbuhkan dan memperkuat karakter rasa ingin tahu peserta didik sekolah dasar. Pendekatan yang digunakan ialah metode deskriptif kualitatif melalui Penelitian Tindakan Kelas (PTK) dengan model spiral Kemmis dan McTaggart, yang dilaksanakan dalam dua siklus pembelajaran. Subjek penelitian terdiri atas 11 siswa kelas III di SDN Silih Asih 1 Cirebon. Proses pengumpulan data dilakukan melalui observasi langsung terhadap aktivitas siswa, wawancara dengan guru kelas, penyebaran angket kepada siswa, serta dokumentasi kegiatan pembelajaran. Data dianalisis secara kualitatif dan kuantitatif menggunakan teknik triangulasi sumber dan metode untuk memastikan keabsahan temuan penelitian. Hasil penelitian menunjukkan adanya peningkatan signifikan pada indikator rasa ingin tahu siswa, seperti kemampuan mengajukan pertanyaan yang bermakna, mencari informasi tambahan secara mandiri, serta keberanian dalam mencoba dan bereksperimen terhadap permasalahan yang diberikan. Rata-rata capaian indikator meningkat dari 64% pada siklus pertama menjadi 82% pada siklus kedua, yang termasuk kategori tinggi. Penerapan PBL dengan pertanyaan terbuka terbukti efektif dalam menciptakan suasana belajar yang aktif, kolaboratif, dan berpusat pada siswa, sehingga mendorong kemampuan berpikir kritis, komunikasi, dan kerja sama. Dengan demikian, kombinasi strategi ini dapat dijadikan pendekatan inovatif pembelajaran karakter yang relevan dengan prinsip Kurikulum Merdeka serta tuntutan pendidikan abad ke-21, yang menekankan pada pengembangan potensi peserta didik secara menyeluruh
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