IMPLEMENTATION OF THE FLOW ROLE-BASED LEARNING MODEL TO ENHANCE CRITICAL THINKING SKILLS OF 8TH-GRADE STUDENTS IN PANCASILA EDUCATION

Abstract

This research was motivated by the importance of enhancing students' critical thinking skills in the Pancasila Education subject. To improve these skills, the study implemented a problem-based "Flow Role-Based Learning" model. A Classroom Action Research (CAR) method was employed, conducted over two cycles in class VIII F at UPT SMP Negeri 3 Tuban. Each cycle comprised four stages: planning, action implementation, observation, and reflection. Data collection involved observing student activities, using rubric-based assessments tailored to each student's role within their group, and documentation. The results demonstrated a significant improvement in students' critical thinking skills from Cycle I to Cycle II. In Cycle I, the learning mastery rate was only 28.125% (9 out of 32 students), whereas in Cycle II, it rose to 90.625% (29 out of 32 students). This improvement resulted from refinements made between the cycles, such as using contextual videos to present problems, maintaining fixed group discussions (eliminating station rotation), appointing a timekeeper in each group for more effective time management, and providing more intensive scaffolding to students requiring assistance. Thus, the implementation of the Flow Role-Based Learning model proved effective in enhancing students' critical thinking skills in the Pancasila Education subject.