IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V SD KRISTEN KAIWATU PADA MATA PELAJARAN PENDIDIKAN PANCASILA
DOI:
https://doi.org/10.51878/social.v6i2.11837Keywords:
Problem Based Learning, Hasil Belajar, Pendidikan PancasilaAbstract
This study was motivated by low student learning outcomes in Pancasila Education at Grade IV SD Kristen Kaiwatu, reflected by a classical completeness rate of only 31% and a mean score of 67 during the pre-action phase. These conditions stemmed from the dominance of teacher-centered conventional instruction, which hindered active student engagement and critical thinking. This study aimed to describe the implementation process of the Problem Based Learning (PBL) model and to examine its effectiveness in improving student learning outcomes. Classroom Action Research (CAR) was employed across two cycles involving 13 fourth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed using both qualitative and quantitative approaches. The results of this study demonstrated a progressive and consistent improvement across cycles. In Cycle I, the class mean increased to 70 with a 46% classical completeness rate. In Cycle II, all 13 students (100%) achieved completeness, with the class mean rising to 77. Improvements occurred holistically across cognitive, psychomotor, and affective domains. Cumulatively, the mean score increased by 10 points and classical completeness rose by 69 percentage points. It is concluded that the PBL model effectively enhances student learning outcomes in Pancasila Education at the elementary school level.
ABSTRAK
Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa kelas IV SD Kristen Kaiwatu pada mata pelajaran Pendidikan Pancasila, yang tercermin dari ketuntasan klasikal hanya 31% dengan nilai rata-rata kelas 67 pada tahap pra-tindakan. Kondisi tersebut disebabkan oleh dominasi metode pembelajaran konvensional yang berpusat pada guru, sehingga menghambat keterlibatan aktif dan kemampuan berpikir kritis siswa secara optimal. Penelitian ini bertujuan untuk mendeskripsikan proses implementasi model Problem Based Learning (PBL) sekaligus menguji efektivitasnya dalam meningkatkan hasil belajar siswa pada mata pelajaran Pendidikan Pancasila. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus dengan subjek penelitian 13 siswa kelas IV. Pengumpulan data dilakukan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan peningkatan yang progresif dan konsisten di setiap siklus. Pada siklus I, nilai rata-rata kelas meningkat menjadi 70 dengan ketuntasan klasikal 46% (6 siswa). Pada siklus II, seluruh 13 siswa (100%) berhasil mencapai ketuntasan dengan nilai rata-rata 77. Peningkatan terjadi secara holistik pada domain kognitif, psikomotor, dan afektif. Secara kumulatif, rata-rata nilai meningkat 10 poin dan ketuntasan klasikal melonjak sebesar 69 poin persentase. Disimpulkan bahwa model PBL terbukti efektif meningkatkan hasil belajar siswa pada mata pelajaran Pendidikan Pancasila di sekolah dasar.
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