Implementation of Problem Based Learning (PBL) Learning Model to Improve Learning Motivation of Grade I II Students at SDN 057185 Bungara

Abstract

This study aims to enhance the learning motivation of third-grade students at SDN 057185 Bungara in the subject of Science and Social Studies (IPAS) through the implementation of the Problem Based Learning (PBL) model. The research employed Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 20 third-grade students. In the first cycle, teacher and student activities as well as students' learning motivation were categorized as moderate, with teacher activity at 59%, student activity at 69%, and learning motivation at 75%. After improvements in the second cycle, there was a significant increase: teacher activity reached 84%, student activity 96%, and students' learning motivation rose to 95%. The increase in learning motivation from the first to the second cycle was 25%. The results indicate that the application of the PBL model is effective in improving students' motivation and classroom engagement. Students become more active, enthusiastic, and involved in the learning process. Supporting factors for success include the use of real-life problems, group activities, and varied teaching methods. Challenges encountered in the first cycle were addressed through strategy improvements in the second cycle. Therefore, the PBL model is recommended as an alternative approach to enhance learning motivation in IPAS subjects at the elementary school level.