ABSTRAK
Kemampuan berpikir kritis adalah keterampilan berpikir yang melibatkan proses kognitif dan mengajak siswa untuk berpikir sesuai dengan kemampuannya atau berpikir reflektif terhadap permasalahan. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa dalam muatan Pendidikan Pancasila, yang disebabkan oleh penggunaan model pembelajaran yang kurang menantang dan kurang melibatkan siswa secara aktif. Tujuan penelitian ini adalah untuk mendeskripsikan (1) perbedaan kemampuan berpikir kritis antara siswa yang menggunakan model Problem Based Learning (di kelas eksperimen) dengan siswa yang menggunakan model direct intruction (di kelas kontrol), dan (2) peningkatan kemampuan berpikir kritis siswa setelah diterapkannya model Problem Based Learning (di kelas eksperimen) dibandingkan dengan model direct intruction (di kelas kontrol).Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kuasi-eksperimen dan desain non-equivalent control group. Variabel bebas dalam penelitian ini adalah model pembelajaran Problem Based Learning dan variabel terikatnya adalah kemampuan berpikir kritis. Subjek penelitian ini adalah siswa kelas V SD Negeri 1 Winduhaji. Teknik pengumpulan data menggunakan tes berupa 5 soal esai (pretest dan posttest) serta observasi aktivitas siswa yang mencakup indikator kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan kemampuan berpikir kritis antara siswa yang memperoleh pembelajaran menggunakan model Problem Based Learning dengan siswa yang memperoleh model direct intruction, dan (2) terdapat peningkatan kemampuan berpikir kritis siswa setelah menggunakan model Problem Based Learning dibandingkan dengan model direct intruction.
Kata Kunci: Kemampuan Berpikir Kritis, Model Problem Based Learning, Pendidikan Pancasila.

ABSTRACT
Critical thinking skills are thinking skills that involve cognitive processes and invite students to think according to their abilities or think reflectively about problems. This study was motivated by the low critical thinking skills of students in the Pancasila Education content, which was caused by the use of learning model that were less challenging and did not actively involve students. The purpose of this study was to describe (1) the differences in critical thinking skills between students who used the Problem Based Learning model (in the experimental class) and students who used the model direct instruction (in the control class), and (2) the increase in students' critical thinking skills after the implementation of the Problem Based Learning model (in the experimental class) compared to the model direct intruction (in the control class). This study used a quantitative approach with a quasi-experimental research type and a non-equivalent control group design. The independent variable in this study was the Problem Based Learning learning model and the dependent variable was critical thinking skills. The subjects of this study were grade V students of SD Negeri 1 Winduhaji. The data collection technique used a test in the form of 5 essay questions (pretest and posttest) and observation of student activities that included indicators of critical thinking skills. The results of the study showed that (1) there was a difference in critical thinking skills between students who received learning using the Problem Based Learning model and students who received the model direct intruction, and (2) there was an increase in students' critical thinking skills after using the Problem Based Learning model compared to the model direct intruction.
Keywords: Critical Thinking Skills, Problem Based Learning Model, Pancasila Education.