APPLICATION OF THE GLASSER MODEL TO IMPROVE STUDENT’S CRITICAL THINKING IN SOLVING SOCIAL AND ENVIRONMENTAL PROBLEMS

Education essentially aims to produce individuals with quality thinking abilities. To develop students with higher-order thinking skills, learning processes must implement appropriate and effective models that yield expected outcomes. This study aimed to describe the application of the Glasser model in enhancing students' critical thinking skills in solving social and environmental problems at Grade V of SD Negeri 06 Leksula. This study employed a descriptive qualitative research design. Data sources consisted of primary data and secondary data. Data collection techniques included observation, interviews, and documentation. Data analysis techniques employed were data reduction, data display, and verification. The findings indicated that the application of the Glasser model not only improved critical thinking test scores but also demonstrated changes in students' learning behaviors, making them more active, confident, and critical during discussions. Although obstacles remained, particularly in identifying assumptions and time management, this model proved relevant for implementation in Natural and Social Sciences (IPAS) instruction at the elementary school level.