ANALYSIS OF ARGUMENTATION AND DECISION-MAKING SKILLS THROUGH PROBLEM-BASED LEARNING IN DISTANCE LEARNING IN GRADE V STUDENTS

Abstract

Argumentation and decision-making skills are important competencies for students in the modern era, especially in facing global challenges that require critical thinking and the ability to make evidence-based decisions. This skill not only supports the understanding of scientific concepts, but also develops students' ability to analyze situations, evaluate alternatives, and defend their views with logical arguments. This study aims to analyze the improvement of argumentation and decision-making skills through the Problem-Based Learning (PBL) model in grade V students of SD Negeri 2 Penolih during distance learning in 2022, post-COVID-19 pandemic. This study uses a descriptive qualitative approach, with 14 students in grade V. Research instruments include observation sheets on arguments and decision-making skills, as well as interviews with teachers. The data were analyzed by triangulation techniques through grouping, reduction, and conclusion drawn. The results showed that 60.7% of students were able to show argumentation skills with an understanding level of 78.57% and evaluation skills of 42.45%. Decision-making skills were also demonstrated by 66.06% of students, with details: 85.7% in decision-making, 42.85% in making choices, 71.42% in collecting information, and 64.28% in making questions. Interviews with teachers showed that PBL was effective in developing argumentation and decision-making skills in science learning, even though it was done remotely. This study shows that the PBL model in the distance learning scheme is also feasible, especially in science learning, so that it can be a reference for further research.