Problem-Based Learning Model to Improve Second-Grade Mathematics Learning Results


  • Safitri Haryani Universitas Sarjanawiyata Tamansiswa Yogyakarta
  • Dwi Wijayanti Universitas Sarjanawiyata Tamansiswa Yogyakarta
  • Rulis Ainun Jariyah SD Negeri Yogyakarta, Indonesia
  • Nety Sulistiawaty SD Negeri Yogyakarta, Indonesia


Learning Outcomes, Mathematics, Problem-Based Learning (PBL)


The background for the implementation of this research was that the results of learning mathematics in second grade at one of the public elementary schools in Yogyakarta were still low. This is because in delivering mathematics learning material, the teacher still uses the conventional method, namely the lecture method. Based on these problems, the teacher made improvements to learning by applying the problem-based learning (PBL) model to improve mathematics learning outcomes for second-grade elementary school students. The type of research conducted was Collaborative Classroom Action Research (PTK) with the Kemmis and McTaggart spiral model research design. According to the Kemmis and McTaggart spiral model, the stages of research design include the steps of planning, action, observation, and reflection. The subjects in this study were second-grade students, totaling 26. The object of this research is the result of learning mathematics by applying the problem-based learning (PBL) model. The data collection techniques used are observation, tests, and documentation. The instruments used in this study were observation sheets on the implementation of learning and mathematics learning outcomes tests. Data analysis techniques in this study used quantitative data analysis techniques. The results of this study indicate that the application of the problem-based learning (PBL) model can improve the learning outcomes of second-grade elementary school mathematics. This can be seen from the percentage of completeness with details at the pre-cycle stage; the percentage of completeness of 38.5% is in the less category. Then in cycle I, the percentage of completeness of 53.8% was included in the sufficient category. Furthermore, in cycle II, the percentage of completeness increased again, namely to 69.2 %, which was included in the very good category.


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