Tujuan penelitian ini untuk mengetahui perbedaaan antara model pembelajaran problem-based learning dan model pembelajaran project-based learning terhadap berpikir kritis peserta didik. Penelitian ini terdiri dari dua tahap yaitu pretest dan posttest. Subjek penelitian adalah peserta didik kelas V SD N Manggihan dan kelas V MI Nurul Islam Batur 02 Kecamatan Getasan Kabupaten Semarang. Berdasarkan hasil analisis data dapat disimpulkan bahwa terdapat perbedaan penggunaan model pembelajaran problem-based learning dan model pembelajaran project-based learning terhadap kemampuan berpikir kritis peserta didik. Model pembelajaran project-based learning lebih mampu memperlihatkan kemampuan berpikir kritis peserta didik, ditinjau dari nilai sig. (2 tailed) adalah 0,000 < 0,005 maka Ho ditolak dan Ha diterima.

Penelitian ini bertujuan untuk meningkatkan motivasi dan hasil belajar siswa kelas 5 pada mata pelajaran IPS di SD Negeri Gilirejo Kecamatan Wonosegoro, Kabupaten Boyolali dengan model PBL (Problem Based LearningI) yang berbantukan Role Playing. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dalam 2 siklus. Instrumen yang digunakan dalam penelitian ini adalah angket untuk mengukur motivasi siswa dan soal tes untuk mengukur hasil belajar siswa. Tekhik analisis data  yang digunakan dalam penelitian ini adalah tehknik deskriptif komparatif. Hasil penelitian ini menunjukkan bahwa: 1) dengan menerapkan model pembelajaran PBL berbantu Role Playing motivasi siswa meningkat; 2) demikian juga hasil belajar  IPS mengalami peningkatan dari siklus I ke siklus II.

Abstrak:  Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatkan hasil belajar matematika dengan menggunakan model pembelajaran Problem Based Learning.  Pada kondisi awal menunjukkan nilai rata-rata secara klasikal yang diperoleh yaitu 62. Setelah diberikan tindakan dengan model pembelajaran Problem Based Learning siklus 1 menunjukkan nilai rata-rata  yang diperoleh 77,37. Pada siklus 2 rata-rata ketuntasan hasil belajar siswa meningkat 83 Hasil ini menunjukkan bahwa adanya peningkatan hasil belajar siswa dengan menggunakan model pembelajaran Problem Based Learning , sehingga dapat disimpulkan bahwa  model pembelajaran Problem Based Learning dapat meningkatkan hasil belajar matematika siswa. Abstract:  This research is classroom action research to improve the learning results of mathematics by using the model of Problem Based Learning. On initial conditions indicate the average score in classical obtained, that is 62. After the given action by the model Problem Based Learning in the cycle 1  shows average score obtained was 77,37. In cycle 2, the average of the result of student learning increased to reach 83. These results suggest that there was an increase in student learning out comes by using the model Problem Based Learning, so it can be concluded that the model of Problem Based Learning can improve the result of learning mathematics on 4 grades student.

The background of the problem in this research is the lack of class V student learning result Christian Elementary School 04 Salatiga Eben Haezer. This study aims to improve student learning outcomes using learning model Think Pair Share technique Gallery Walk. This type of research is a classroom action research (CAR) conducted in two cycles. Each cycle consists of four stages: action planning, action, observation and reflection. The results of this study showed an increase in the value of student learning outcomes with minimal completeness criteria (KKM) is ≥70. It can be seen from the students' prior to action, of 25 fifth grade students there are only 11 students who achieve the KKM with a percentage of 44%. Then the action on the first cycle to 20 students who achieve the KKM with a percentage of 80%. In the second cycle of learning outcomes is increasing, reaching the KKM 25 students with a percentage of 100%. So it can be concluded that the use of the learning model Think Pair Share with Gallery Walk techniques to improve learning outcomes in social studies.

The purpose of this research is to assist the student teachers in their final year to think critically in analyzing the lesson plan document in the Kurikulum 2013 framework using the Six Thinking Hats method as a tool. This tool has visual imagery similar to colorful hats, with a specific point of view. The white hat acts as an information source, black hat identifies threats, the red hat represents emotion and intuition, the yellow hat identifies support and strength, the green hat stimulates creative ideas, and the blue hat becomes the leader of the discussion. This is a one-group post-test only experiment. The data is analyzed descriptively and interpreted qualitatively. The instrument is rubrics for analysis, also documentation and interview. The result shows that the average of the analysis scored 27,5 (out of 57) in a "moderate" level. This means students give short analysis with less-detailed description and the reasoning is less clear. The order from the lowest to the highest score is: yellow (scored 1,1)- white (1,2)-green (1,3)-red (1,5)-black (2,0). Although the result is still in the middle level, it still can be seen that this method is very potential to assist students to think critically, with a step by step development.