PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNINGUNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKASISWA KELAS IV SEKOLAH DASAR

Abstract

The background of this study is the low mathematics learning outcomes of students, which are still below the Minimum Learning Achievement Criteria set at 75. This study aims to improve the mathematics learning outcomes of fourth-grade students on equivalent fractions through the implementation of the Problem Based Learning model. The research employed a Classroom Action Research approach conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were all 25 students of class IV A at SD N 2 Seraya Timur. Data were collected through learning outcome tests and observations of teacher and student activities, and were analyzed using descriptive quantitative and qualitative methods. The results showed that the implementation of the Problem Based Learning model significantly improved the quality of the learning process and students’ mathematics learning outcomes. This improvement was evidenced by an increase in classical mastery from 72% in Cycle I to 85% in Cycle II, which exceeded the predetermined success indicator. These findings indicate that Problem Based Learning is effective in enhancing students’ understanding of equivalent fraction concepts through student-centered, contextual, and collaborative learning. Therefore, the Problem Based Learning model is recommended as an alternative approach in elementary mathematics instruction to improve students’ learning outcomes and learning activeness.