The Effect of Problem Based Learning (PBL) Model on Student Learning Outcomes on Unit of Weight Material in Class IV Elementary School

Abstract

The Problem-Based Learning (PBL) methodology teaches students to think critically, be creative, and actively engage in the learning process by emphasizing real-world problems. At the Samir Public Elementary School, it appears that the learning process still based on the conventional model, which focuses on the role of the teacher. The selection of the in teaching mathematics on the subject of units of weight needs more attention so that the learning process can run smoothly and optimally. This study aimed to determine how fourth-grade elementary school students' learning results in the domain of weight units were impacted by the Problem Based Learning (PBL) approach. The research design used was a Pre-Experimental Design (One- Group Pretest-Posttest Design), which is a design that gives a pretest before the treatment is administered, and a posttest after the treatment is administered. The Data collection techniques included validity tests, reliability tests, discrimination tests, difficulty level tests difficulty, normality, and hypothesis testing. The instruments used in this study are tests and documentation. The results of the data analysis conducted the researcher showed that there was an effect of the Problem-Based Learning (PBL) model on student learning outcomes on the subject of weight units in fourth grade elementary school. The results of the t-test (Paired Sample T-Test) demonstrate that H1 is accepted since the p-value is less than 0.05. It is found that when it comes to the subject of units of weight, fourth-grade elementary school students' learning results are influenced by the Problem-Based Learning (PBL) paradigm.