RT Journal Article
A1 Fina Nurul Arifah
A1 M Asror
T1 The complete sentence model as a pedagogical intervention to enhance students’ critical thinking skills in social studies learning
JF Priviet Social Sciences Journal
YR 2026
VO 6
IS 4
SP 339-348
DO 10.55942/pssj.v6i4.993
AB This research was motivated by the low critical thinking skills of students in Social Studies (IPS) learning, which often remains textual and teacher-centered. This study aimed to (1) describe the implementation of the Complete Sentence learning model, (2) analyze students' critical thinking skills before and after the model's implementation, and (3) examine the significance of the difference in critical thinking skills between the class applying the Complete Sentence model and the class that did not. This study employed a quantitative approach with a quasi-experimental Non-Equivalent Control Group Design. The population consisted of all eighth-grade students at SMPN 2 Pangenan, with a sample of 60 students divided into an experimental group (Class VIII A, n=30) and a control group (Class VIII D, n=30). The research instruments included a critical thinking skills test (measuring C3 and C4 levels) and a model implementation questionnaire. The results showed that the model implementation was "Good" (79.33%). There was a significant increase in the experimental class, with the mean score rising from 68.50 to 83.17 (+14.67 points), while the control class only increased from 65.83 to 68.83 (+3.00 points). The Independent Samples t-test results showed a Sig. value = 0.000 < 0.05 and a t-value = 5.749. It is concluded that the Complete Sentence learning model is significantly more effective than conventional learning in improving students' critical thinking skills.
K1 complete sentence model, critical thinking skills, social studies learning, quasi-experimental, cognitive c3-c4
LK https://journal.privietlab.org/index.php/PSSJ/article/view/993
ER