Implementation of the PBL Model Assisted in Indonesian Crossword Puzzles to Increase Class-III Elementary School Activity


  • Adina Idha Khoirun Nisa
  • TMA, Kristanto Universitas Sarjanawiyata Tamansiswa
  • Purwanto Giwangan Public Elementary
  • Diki Saputro Giwangan Public Elementary


learning activity, problem-based learning, crossword puzzle


The implementation of good Indonesian teaching learning can be seen in a conducive learning atmosphere and smooth communication between students and teachers. In this case, the teacher is required to be more innovative and create a pleasant learning atmosphere. Intended learning can involve students in every learning activity. However, Indonesian language learning in elementary schools is currently unable to inspire students to be active learners, and teachers still lack innovation to create an enjoyable learning atmosphere. This study aims to determine the level of students' active learning in Indonesian subjects through a learning model of Problem-Based Learning with media-assisted crossword puzzles for third-grade elementary students. The hypothesis of this study is "When the model of problem-based learning using crossword puzzles is applied in learning, the activity in learning the Indonesian language among third-grade elementary students increases. This type of collaborative action research in the classroom is conducted by Kemmis and Mc Taggart for two cycles. Each cycle includes two sessions in which several phases take place, namely planning, implementation, observation, and reflection. The subjects of the study were 28 third-grade elementary school students. The technique of data collection consisted of observation and documentation. Descriptive quantitative analysis was used in data analysis. The results of this study indicate that the application of the Problem-Based Learning model using crossword puzzles can increase students' learning activity in Indonesian language classrooms. The results show that the activity of learning cycle I reached an average percentage of 68%. In cycle II, an average value of 79.25% was achieved. Thus, students' learning activity increased by 8.9% between cycle I and cycle II. The percentage increase is in the high category.


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