Increasing Activeness and Learning Outcomes with the Problem-Based Learning Model for Class II Elementary School


  • Dwi Mukti Sarjanawiyata Tamansiswa University
  • Desy Rufaidah
  • Erwiyati Dewana
  • Agus Triyono Grojogan Elementary School, Yogyakarta


problem-based learning paradigms, active learning, learning outcomes


Inactivity and poor student learning results in Indonesian language learning activities serve as the background for this study. This occurs as a result of the teacher's continued preference for the lecture technique and his or her underuse of educational technology. The aim of this study is to improve student engagement and learning outcomes in the classroom learning process. For as many as two cycles, this study employs the Problem-based Learning paradigm along with the classroom action research methodology. Each cycle is completed in two meetings and includes the four processes of planning, doing, observing, and reflecting. There were 26 primary school pupils in class II who were the research subjects. Utilized data collection methods include observation, testing, and documenting. The findings indicated an increase in the number of students who were active in the pre-cycle by up to 6 students or 23%, although none of the kids had met the highly active standard. Cycle I saw an increase to 76.9% or up to 12 students who were very active and active, while cycle II saw an increase to 100% or up to 26 students who were active and very active. Learning outcomes of students who attained KKM were 46.2% or as many as 12 students in the pre-cycle, 69.2% or as many as 18 students in cycle I, and then increased once more to 92.3% or as many as 24 students in cycle II. The usage of problem-based learning learning models may therefore be inferred to promote activity and student learning results on the theme of togetherness.


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