The Effectiveness of Unplugged Learning to Improve Critical Thinking Skills in Elementary Schools
DOI:
https://doi.org/10.59784/generasi.v4i2.366Keywords:
unplugged learning, critical thinking, elementary school, student engagement, learning effectivenessAbstract
Backround: Learning in elementary schools still faces significant challenges in optimally developing students’ critical thinking skills, primarily due to the persistent dominance of conventional learning methods that afford minimal student engagement and limited opportunities for active knowledge construction.
Objective: This study aims to analyze the effectiveness of integrating unplugged learning in improving the critical thinking skills of sixth-grade elementary school students on the topic of harmony in ecosystems.
Method: The study involved 22 students of Class VI B at SDN 192 Pekanbaru and employed a quasi-experimental method with a one-group pretest-posttest design. Data were collected through validated critical thinking ability tests administered before and after the instructional treatment and analyzed using descriptive statistics and N-Gain analysis to measure the magnitude of learning improvement.
Result: The results demonstrated a statistically meaningful increase in students’ critical thinking scores: the mean pretest score was 67.27 (SD = 15.48), which increased to 86.36 (SD = 7.26) on the posttest, representing an improvement of 19.09 points. The average N-Gain score was 0.60 (SD = 0.20), which falls within the Moderate category of effectiveness. Furthermore, the substantial reduction in standard deviation indicates that the learning outcomes became more equitably distributed among all 22 students, suggesting that unplugged learning benefited learners across varying ability levels.
Implications: These findings confirm that unplugged learning is an effective and equitable instructional strategy for fostering analytical, reflective, and systematic thinking skills.
Conclusion: The results have significant implications for curriculum design and pedagogical practice in Indonesian elementary education, suggesting that device-free, activity-based learning can serve as a viable and accessible alternative to conventional teaching methods.
