The Effect of the Reciprocal Teaching Model on Students' Critical Thinking Skills in Grade IV Natural and Social Sciences (IPAS) Learning at SD Negeri 4 Padoang-Doangan

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Page Numbers: 4592-4603
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Published: Jul 30, 2026
Digital Object Identifier: 10.58578/mikailalsys.v4i3.11525
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Authors:
Kamaruddin H1*, Nurul Mukhlisa2, Oggia Pinasti3
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Kamaruddin H
Universitas Negeri Makassar, Indonesia
Nurul Mukhlisa
Universitas Negeri Makassar, Indonesia
Oggia Pinasti
Universitas Negeri Makassar, Indonesia

Abstract

Students’ critical thinking skills in Natural and Social Sciences (IPAS) remain underdeveloped because teacher-centered instruction provides limited opportunities to analyze information, articulate arguments, and formulate conclusions. This study aimed to compare the critical thinking skills of fourth-grade students taught through the Reciprocal Teaching model with those taught through conventional instruction and to determine the effect of the model on students’ critical thinking performance at SD Negeri 4 Padoang-Doangan. A quantitative quasi-experimental approach with a pretest–posttest control group design was employed. The sample comprised 46 students, including 22 students in the experimental group and 24 students in the control group. Data were collected using a critical thinking skills test and analyzed through descriptive and inferential statistics using SPSS Statistics version 26. The findings showed that the experimental group achieved a higher mean posttest score than the control group (86.14 vs. 77.29). The N-Gain analysis classified 14 experimental-group students in the high category and 8 in the moderate category, whereas the control group comprised 2 students in the high category, 21 in the moderate category, and 1 in the low category. The independent-samples t test yielded p < .001, indicating a statistically significant difference between the two groups. These findings demonstrate that Reciprocal Teaching significantly enhances students’ critical thinking skills in fourth-grade IPAS learning. The study contributes practical evidence that structured activities involving questioning, clarifying, summarizing, and predicting can provide a more participatory instructional alternative for developing elementary students’ analytical reasoning and conclusion-formulation skills.

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How to Cite
H, K., Nurul Mukhlisa, & Oggia Pinasti. (2026). The Effect of the Reciprocal Teaching Model on Students’ Critical Thinking Skills in Grade IV Natural and Social Sciences (IPAS) Learning at SD Negeri 4 Padoang-Doangan. Journal of Multidisciplinary Science: MIKAILALSYS, 4(3), 4592-4603. https://doi.org/10.58578/mikailalsys.v4i3.11525

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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

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