Application of Social Multiliteration Model with Lesson Study Setting to Improve Critical Thinking Ability In the Elementary Social Studies Education Course

Abstract

This study aims to improve the critical thinking skills students in learning elementary social studies education through the application of a social multiliteration model. The subjects of this study were 69 PGSD students. The research which is a classroom action research (CAR) was conducted using the lesson study cycle. Test and observation were used to collect data. The data collected were analyzed using the quantitative descriptive techniques. The Results were obtained from the pre-cycle stage with an average was 67.61. The increase occurred in the first cycle with an average of 76.05. In the second cycle there was also a significant increase which resulted to an average of 87.56. Based on these results, it can be concluded that the application of the social multiliteration model with lesson study setting can enhance critical thinking skills when teaching elementary social studiess education course in elementary schools.