Teachers' Strategies for Enhancing Students' Critical Thinking Skills in Civics Education at Madrasah Ibtidaiyah
DOI:
https://doi.org/10.70115/jeeps.v1.i1.665Keywords:
teacher strategy, critical thinking, civic educationAbstract
This study aims to analyze the strategies used by teachers to improve students' critical thinking skills in Civic Education (PKn) at grade IV B of Madrasah Ibtidaiyah Negeri 1 Kota Ternate, as well as the difficulties and solutions encountered. A descriptive qualitative method was employed, with the headmaster, the PKn teacher, and 21 fourth-grade students (16 of whom were interviewed) as subjects. Data were collected through structured interviews and analyzed using data reduction, data display, and conclusion drawing. The results show that the teacher applied several strategies, namely triggering questions (apperception) at the beginning of the lesson, cooperative learning through group discussion, and demonstration linked to real-life examples, in order to stimulate students' analytical thinking. However, only 6 of the 16 interviewed students were consistently active in questioning and answering, while the remaining 10 tended to be passive. The main difficulties faced were passive students, disparities in academic comprehension, and low concentration during instruction. To overcome these obstacles, the teacher provided motivation and ice-breaking activities, learning modules, clear directions, and practice questions. These efforts were shown to increase students' learning readiness and encourage more active critical thinking.
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