Enhancing Elementary Students’ Critical Thinking Through Role Reversal Question in Integrated Science Learning

Abstract

This classroom action research investigated the effectiveness of the Active Learning Role Reversal Question strategy in improving critical thinking skills among fourth-grade students at Madrasah Ibtidaiyah Negeri (MIN) 1 Bungo within Integrated Science and Social Studies (IPAS) learning on the topic of states of matter and their transformations. The study was grounded in constructivist and critical pedagogical theory, emphasizing dialogical inquiry, reflective interaction, and student-centered knowledge construction. The research employed the Kemmis and McTaggart spiral Classroom Action Research model involving planning, action, observation, and reflection across two instructional cycles. Data were collected through critical thinking tests, classroom observations, field documentation, and reflective analysis. Quantitative findings revealed a substantial increase in students’ critical thinking achievement from 42.59% in Cycle I to 82.54% in Cycle II, indicating a 39.95% improvement. Qualitative observations additionally demonstrated significant transformation in students’ analytical participation, scientific argumentation, evaluative reasoning, and intellectual confidence. The findings confirmed that the Role Reversal Question strategy effectively transformed passive teacher-centered learning into a participatory and critically oriented scientific learning environment capable of stimulating higher-order thinking and epistemological autonomy among elementary learners.