PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA IPAS SDN 109 TUARA

Abstract

Education in the modern era demands a paradigm shift from teacher-centered learning to student-centered learning, especially in the subject of Natural and Social Sciences (IPAS). This research is motivated by the low IPAS learning outcomes of fifth-grade students at SDN 109 Tuara, which are caused by a lack of learning motivation, low levels of active student participation, and the dominance of conventional methods such as lecturing that make learning monotonous. The main objective of this study is to describe and analyze the improvement of IPAS learning outcomes through the application of the Problem Based Learning (PBL) model. The research design used is Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two learning cycles. Each cycle consists of four main stages: planning, action implementation, observation, and reflection. The subjects of this study were 13 fifth-grade students at SDN 109 Tuara in the 2025/2026 academic year. Data collection instruments included multiple-choice cognitive tests, student and teacher activity observation sheets, and documentation. The results of the study showed a very significant gradual improvement. In the pre-action stage, the classical completeness percentage only reached 38% (5 students passed). After the implementation of PBL in cycle I, completeness increased to 54% (7 students passed) with an average score of 67.85. Strategy improvements in cycle II, such as increased discussion guidance and more contextual apperception, successfully boosted learning completeness to 86% (11 students passed) with a class average score of 84.70. In addition to improving cognitive aspects, the PBL model significantly increased students' activeness, motivation, teamwork, and critical thinking skills. The conclusion of this study confirms that the application of the Problem Based Learning model is highly effective in improving learning outcomes and the quality of the IPAS learning process at the elementary school level.