The Improving Critical Thinking Skills through a Video-Assisted Problem-Solving Method for Elementary School Students

This study aimed to (1) describe the application of the video-assisted problem-solving method and (2) describe the improvement in critical thinking skills of fifth-grade elementary school students through the video-assisted problem-solving method. The method used was Classroom Action Research (CAR) over two cycles. The subjects were 29 fifth-grade students of Tambak Wedi 508 Elementary School, Surabaya. Data were collected through observation and testing techniques. Quantitative data from the observations and tests were analyzed descriptively by calculating average scores and percentage improvement. The results showed an improvement in the quality of the method’s application, particularly in the problem formulation and hypothesis formulation phases, after being provided with scaffolding in the form of structured worksheets and guiding questions. Significant improvements also occurred in students’ critical thinking skills. In Cycle I, the majority of students (59%) were in the Sufficient category, and 34% in the Need Guidance category. Following improvements in Cycle II, a significant shift occurred, with 59% of students advancing to the Good category and no students remaining in the Need Guidance category. Observations showed that the video-assisted problem-solving method could improve critical thinking skills in fifth-grade elementary school students. Its successful implementation depended on appropriate scaffolding design and the creation of a supportive learning environment. This study recommended using a similar approach to develop higher-order thinking skills in elementary school students.
Keywords: Critical Thinking, Problem Solving, Video Media