Analisis Dinamika Kelas Dalam Penerapan Problem-Based Learning (Pbl) Untuk Meningkatkan Kemampuan Berpikir Kritis Historis Siswa
Abstract
Kemampuan berpikir kritis historis merupakan kompetensi fundamental yang wajib dikuasai siswa dalam
pembelajaran sejarah, namun realitas kelas di Indonesia menunjukkan dominasi metode hafalan yang menghambat
perkembangan kompetensi tersebut. Penelitian ini bertujuan mendeskripsikan dan menganalisis dinamika kelas dalam
penerapan model Problem-Based Learning (PBL) pada pembelajaran sejarah, khususnya bagaimana siswa berkolaborasi
memecahkan masalah sejarah yang kompleks serta kendala yang dihadapi guru dalam memfasilitasi diskusi. Penelitian ini
menggunakan pendekatan kualitatif dengan metode studi literatur sistematis terhadap 27 artikel ilmiah yang dipublikasikan
pada jurnal bereputasi Scopus dan SINTA antara tahun 2020 hingga 2025. Hasil kajian menunjukkan bahwa penerapan PBL
secara konsisten meningkatkan keterlibatan aktif siswa dalam diskusi kelompok, mendorong munculnya pertanyaan
pertanyaan kritis terhadap sumber sejarah, dan memperkuat kemampuan argumentasi historis. Namun demikian, guru
menghadapi sejumlah kendala signifikan, antara lain keterbatasan waktu, dominasi siswa tertentu dalam diskusi, serta
kesulitan membangun scaffolding yang tepat untuk pertanyaan historis yang kompleks. Penelitian ini menyimpulkan bahwa
keberhasilan PBL dalam pembelajaran sejarah sangat bergantung pada kualitas fasilitasi guru dan desain masalah autentik
yang kontekstual.
Kata Kunci : Problem-Based Learning; Berpikir Kritis Historis; Dinamika Kelas; Kolaborasi Siswa; Fasilitasi Guru
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References
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