The Implementation of the Quantum Teaching Approach to Enhance Fifth-Grade Students’ Critical Thinking Skills in IPAS Learning

Abstract

This study aimed to examine the implementation of the Quantum Teaching approach in enhancing fifth-grade students’ critical thinking skills in IPAS learning at SDN 060 Raya Barat Kota Bandung. A quantitative approach with a quasi-experimental design was employed. The population consisted of 65 fifth-grade students, with 33 students assigned to the experimental group and 32 students to the control group. Data were collected using critical thinking tests administered through pretest and posttest procedures. The data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent-samples t-test. The findings showed that the experimental group’s mean score increased from 61.80 in the pretest to 82.70 in the posttest, while the control group increased from 62.10 to 70.40. The independent-samples t-test demonstrated a significant difference between the two groups, t(62) = 6.781, p < .001. The findings indicate that the Quantum Teaching approach significantly improves students’ critical thinking skills in IPAS learning. The TANDUR sequence facilitates active participation, meaningful learning experiences, discussion, demonstration, reinforcement, and reflection, thereby supporting higher-order thinking processes. Quantum Teaching is therefore recommended as an effective alternative for elementary IPAS instruction.