A Transforming Problem-Based Learning through CIPROPAD to Enhance Elementary Students’ Reasoning Skills
DOI:
https://doi.org/10.22460/pej.v10i1.7103Keywords:
Problem Based Learning, Circuit Learning, Reasoning Skill, Elementary Education, Learning TransformationAbstract
Strengthening critical reasoning skills is essential in elementary education, as students are expected to identify information, analyze cause–effect relationships, and draw logical conclusions. However, classroom implementation of Problem-Based Learning (PBL) has not fully supported the development of these skills. This study represents the preliminary phase of Design Research (DR), aimed at mapping classroom conditions and students’ reasoning competence prior to developing a transformation model called CIPROPAD. Data were collected from 78 fourth-grade students in an elementary school in Bandung, West Java, Indonesia, through classroom observations using a Likert-scale instrument, document analysis (lesson plans, worksheets, and assessments), and interviews with the teacher and students. The findings indicate that instruction remains largely teacher-centered, authentic problem use is not systematic, and student collaboration is insufficiently facilitated. Students’ reasoning skills are predominantly at the remembering and understanding levels, with notable difficulties in analyzing information and providing logical justification. These findings highlight the urgency of transforming PBL into a more contextual, collaborative, and reasoning-oriented learning design supported by a circuit-based structure using Padlet, aligned with elementary learners’ characteristics and 21st-century learning demands
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