<b>IPAS Teacher Strategies: Joyful Learning for Elementary Students' Critical Thinking</b>
DOI:
https://doi.org/10.28918/90r5ps03Abstract
Critical thinking skills are a primary focus in education. Developing these skills is relevant to science learning because the material is based on phenomena, contextual problems, and inquiry processes that require active cognitive engagement. However, much science learning remains conventional and does not stimulate the development of critical thinking skills. Therefore, appropriate learning models and strategies are needed. This study aims to analyze the teachers' strategies in creating joyful learning experiences in Natural and Social Sciences (IPAS) to foster critical thinking skills among elementary school students. This research employed a qualitative approach with a case study design at SD Islami Qur'ani. Data were collected through participant observation, in-depth interviews, and document analysis, and subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The results indicated that the teachers' pedagogical strategies were implemented through three primary integrated practices: utilizing interactive media as an initial stimulus, applying active questioning methods and group discussions, and creating a supportive classroom interaction environment. A supportive learning atmosphere effectively mitigates students' anxiety regarding mistakes, thereby encouraging them to formulate analytical questions and draw conclusions through collective argumentation. These findings affirm that joyful learning is not merely an entertaining methodological variation, but rather an essential pedagogical foundation for the development of reflective and rational thinking processes. Future research is recommended to employ longitudinal designs and comparative studies across schools with different characteristics to track the long-term impact of these strategies on the development of critical thinking skills.
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