The Effect of Problem-Based Learning Model on Elementary School Students IPAS Learning Outcomes
DOI:
https://doi.org/10.32493/rdisa.v1i2.63733Keywords:
Problem Based Learning, Learning Outcomes, IPAS, Elementary SchoolAbstract
This study aims to examine the effect of the Problem Based Learning (PBL) model on the IPAS learning outcomes of third-grade elementary school students. The background of this study is the low IPAS learning outcomes of students who had not yet achieved the Minimum Mastery Criteria (KKM) due to the dominance of conventional learning that did not sufficiently encourage students' active participation. This study employed a pre-experimental method with a One-Group Pretest-Posttest design. The population consisted of all third-grade students at UPTD SD Negeri 2 Segeran Kidul, with a saturated sample of 33 students. Data were collected using a multiple-choice test instrument that had been tested for validity and reliability, then analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Paired Sample t-Test, and N-Gain analysis. The results showed an increase in students' mean scores from 41.36 in the pretest to 78.94 in the posttest. The Paired Sample t-Test yielded t = -19.042, df = 32, and Sig. = 0.001 (< 0.05), indicating a significant difference in students' learning outcomes before and after the implementation of the PBL model. The mean N-Gain score was 0.6472, categorized as moderate. Therefore, the Problem Based Learning model was proven to have a significant effect on improving the IPAS learning outcomes of third-grade elementary school students.
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