Implementation of Problem-Based Learning Model to Improve Cooperation in Elementary Schools


  • Ervin Arifianti Universitas Sarjanawiyata Tamansiswa
  • Muhammad Irfan Universitas Sarjanawiyata Tamansiswa
  • Mirahati SDN Bakalan
  • Dwi Paryanti SDN Bakalan
  • Muhammad Nasihul Waffak Universitas Negeri Yogyakarta


Keywords: Cooperation, Problem Based Learning (PBL).


This study aims to implement the Problem Based Learning (PBL) learning model to increase cooperation in the learning process of third grade elementary school students. The formulation of the problem in this research is to apply the problem-based learning model to improve cooperation in class III elementary school students. This research is Classroom Action Research which consists of 2 cycles and each cycle consists of 2 meetings. The design of this classroom action research uses the Kemmis and MC Taggart models, which include the planning, action and observation stages, and reflection. The object of this study was class III students, totaling 27 child students consisting of 15 boys and 12 girls. Instruments used in data collection include non-test instruments. Non-test instruments consist of observations, interviews and documents. The data analysis used consisted of qualitative and quantitative data analysis.

Based on the research results in cycle I, the percentage of students' cooperative attitudes only reached 52%, and only 14 students were able to work well together in learning. Meanwhile, in cycle II there was a significant increase with the percentage of cooperative attitudes reaching 81%. Judging from the average score of observations of students' activities, there was an increase from 52% in cycle I to 81% in cycle II, resulting in an increase of 29% in the cooperative attitude of students from cycle I to cycle II. The research results show that: The application of the problem-based learning model can be implemented well in increasing the cooperative attitude of students. This can be proven by the activities carried out by teachers and students from cycle I to cycle II experiencing an increase in the attitude of students' cooperation in groups.


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