Fostering the Use of Talking Stick Learning Model on the Critical Thinking Ability in Science Learning

Abstract

This study aimed to investigate the influence of the Talking Stick learning model on the critical thinking skills of fourth-grade students in science (IPA) subjects. Conducted as a quantitative research using a pre-experimental One-Group Pretest-Posttest Design, the study involved 30 students from class IV at UPTD SD Negeri 122345 Pematangsiantar. Data were collected through critical thinking tests administered before and after the implementation of the Talking Stick model. The test instrument consisted of eight essay questions validated through Aiken’s V formula, showing a high level of content, construct, and language validity. The results showed a significant increase in students’ critical thinking skills after the intervention. The average pretest score was 44.86, whereas the posttest average rose to 88.83. The normalized gain (N-Gain) score reached 0.79, falling into the high category, indicating effective improvement in the learning process. The Talking Stick model, by encouraging turn-taking and structured student interaction, effectively enhances analytical thinking, reasoning, and active participation in science learning. These findings support the integration of active learning models into elementary education to develop critical thinking skills. The model's simplicity and effectiveness suggest that it is particularly suitable for primary-level classrooms. Therefore, educators and curriculum developers should adopt Talking Stick and similar strategies to promote 21st-century competencies. Further research is recommended to explore its application in diverse learning contexts and subject areas.