APPLICATION OF THE PBL MODEL WITH THE TaRL APPROACH TO IMPROVE COLLABORATION SKILLS IN THE HUMAN REPRODUCTIVE SYSTEM MATERIAL FOR GRADE VII

This study aims to improve students' learning outcomes on the topic of approaching puberty through the implementation of the Problem-Based Learning (PBL) model in the fourth grade at SDN 126/1 Penerokan. The research method used is Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, implementation, observation, and reflection phases. The research subjects were 30 fourth-grade students. Data collection techniques included observation, interviews, learning outcome tests, and documentation, while data analysis was carried out descriptively using both quantitative and qualitative approaches. The results indicate that implementing the PBL model significantly enhanced students' learning activities, teacher performance, and learning outcomes. In the preliminary stage (pre-cycle), the student learning mastery level was only 40%, with an average score of 65. After applying the PBL model in Cycle I, improvements were observed, with the average score rising to 75 and the mastery level reaching 63.33%. However, challenges remained, such as students’ limited understanding of the PBL steps and minimal participation in group discussions. Adjustments were made in Cycle II, including the use of more interactive learning media, clearer teacher guidance, and increased student motivation. Consequently, the students' average score rose to 85, and the learning mastery level reached 100%. Student engagement during the learning process also improved from 70% in Cycle I to over 90% in Cycle II. Observations of teacher performance revealed that their ability to manage PBL-based learning increased from 80% in Cycle I to 95% in Cycle II. The study concludes that the Problem-Based Learning model significantly enhances students’ learning outcomes while fostering critical thinking, collaboration, and problem-solving skills. Based on the success achieved in both cycles, the research recommends broader implementation of the PBL model, particularly for topics requiring in-depth understanding, such as approaching puberty. This study also contributes to the development of innovative and contextual learning methods in primary schools.

<p><em>The purpose of this study was to (1) find out the differences in the learning activeness of students who were taught the problem-based learning combine team games tournament learning model with the problem-based learning learning model in geography learning material on lithosphere dynamics in phase E SMA Negeri 3 Surakarta and (2) find out the differences the learning outcomes of students who were taught the problem-based learning model combine teams games tournament with the problem-based learning model in learning geography on lithosphere dynamics material in phase E SMA Negeri 3 Surakarta. This research uses quasi-experimental research. The population of the study was the students of SMA Negeri 3 Surakarta phase E. The sampling technique was carried out by simple random sampling. Data collection techniques were carried out by observation and tests. The analysis technique used in this study used the t test (independent sample t-test) on learning activity and student learning outcomes. The results are as follows (1) there are differences in student learning activeness between the problem-based learning combine team games tournament learning model and the problem-based learning learning model with sig2 tailed results of 0.028 > 0.05. (2) there are differences in student learning outcomes between the problem-based learning combine team games tournament learning model and the problem-based learning model with sig2 tailed results of 0.042 > 0.05. The application of the problem based learning combine team games tournament learning model is better than the problem based learning learning model. </em></p><p><em>Keywords : </em><em>learning activities, learning outcomes, problem based learning combine teams games tournament</em></p>

Abstract:. The purpose of this study is to test 1) The existence of learning outcomes of Light Vehicle Engine Maintenance (PMKR) between students who get the Problem Based Learning (PBL) learning model and learning motivation on sent learning outcomes with conventional learning models, 2) There is an interaction between the PBL learning model and learning motivation on learning outcomes in PMKR lessons. 3) There are differences in the PMKR learning outcomes of students who have high learning motivation who receive the PBL learning model treatment. 4) There are differences in learning outcomes of light vehicle engine maintenance students who have low learning motivation who get the PBL learning model. This study used an experimental method with a 2 x 2 factorial design. The population was 80 students, the sample to be used was 66 students taken using smple random sampling technique. Then from the 66 students into 2 groups where Group 1 gathered 33 students into the Experiment Class which was taught with the PBL learning model and Group 2 returned 33 students from the Control class who were taught by the conventional model. The results showed that there were differences in learning outcomes between students who received treatment Problem Based Learning learning model and students who received conventional learning model treatment. There is an interaction between the learning model and learning motivation. Students who have learning motivation are more suited to the PBL model, while students who have low learning motivation are more suited to using the conventional model.

One of the skills that must be possessed by students in the 21st century is collaborative ability. Collaborative skills are abilities possessed by individuals in the form of groups to exchange thoughts or ideas and work together to achieve the expected goals. Increasing collaborative skills in students has a positive impact, namely producing more knowledge than just completing work independently and students can exchange ideas to be able to solve problems encountered in the learning process obtained.The efforts made in this study by applying the problem based learning (PBL) learning model to be able to improve collaborative abilities and learning outcomes learners. The use of the PBL learning model can improve scientific attitudes and student learning outcomes. The PBL model can improve learning outcomes and students' communication skills. The problem-based learning model can assist teaching staff in undergoing the learning process because it can improve student learning outcomes. Based on the background that has been formulated, the purpose of conducting this research is to determine the effectiveness of the PBL model in improving collaborative abilities and student learning outcomes in class XI reproductive system material.

This study aims to improve the learning outcomes of Grade VII-2 students on the topic "I Have Abilities" through the application of the Problem-Based Learning (PBL) model for students at SMP Negeri 1 Nainggolan in the 2024/2025 academic year. The PBL method was chosen for its ability to enhance student engagement, critical thinking skills, and problem-solving abilities relevant to everyday life. This research employs a classroom action research (CAR) design involving two cycles of action. Data were collected through learning outcome tests, observations of the learning process, and evaluation questionnaires. The results of the study show a significant improvement in students' learning outcomes, as evidenced by increased test scores and positive feedback from students regarding the learning process. The implementation of the PBL model also demonstrated improvements in students' collaboration skills and learning motivation. Therefore, the use of the Problem-Based Learning model can be considered effective in improving students' learning outcomes in the taught material.

This study aims to analyze the effect of the Problem-Based Learning (PBL) model assisted by Wordwall on the motivation and learning outcomes of fifth-grade science students in elementary schools. The focus of the study is to determine the extent to which the problem-based learning model assisted by the Wordwall application affects students' motivation and learning outcomes. This study aims to provide practical recommendations for educators in designing more effective learning strategies, especially in the elementary school context. This study uses a quantitative method with a quasi-experimental method in the form of a pre-experimental with a one-group pretest-posttest design. The research sample consisted of only one class as the experimental class, namely class Va. Learning outcome test in the form of multiple-choice questions based on cognitive indicators. The results of the study showed that there was a significant increase in student motivation and learning outcomes after the application of the problem-based learning model assisted by the Wordwall application. The statistical test used a t-test in the form of a paired sample t-test. This proves that there is a significant difference between the motivation scores and student learning outcomes before and after the application of the Problem-Based Learning (PBL) model assisted by Wordwall. Thus, it can be concluded that the application of the Problem Based Learning (PBL) learning model assisted by the Wordwall application has a positive effect on increasing the motivation and learning outcomes of class Va students.

This study investigates the impact of the Problem-Based Learning (PBL) model supported by Wordwall media on the learning outcomes of fourth-grade students in Indonesian language subjects at SD Negeri Lasoani. The research employed a pre-experimental design with a one-group pretest-posttest approach. The study sample consisted of 18 students. Data collection methods included interviews, tests, and documentation. The analysis involved prerequisite tests, such as the normality test, and hypothesis testing using the Paired Sample T-test with IBM SPSS Statistics version 23. The findings indicated that the Problem-Based Learning (PBL) model, supported by Wordwall media, significantly influenced student learning outcomes. This was confirmed through hypothesis testing with a significant value of 0.000, which is less than 0.05, thus leading to the acceptance of Ha and rejection of Ho. This result demonstrates that the PBL model with Wordwall media positively impacts student learning. Therefore, it can be concluded that the PBL model with Wordwall media is effective in enhancing the learning outcomes of fourth-grade students in Indonesian language subjects at SD Negeri Lasoani. This study underscores the effectiveness of combining PBL with interactive media like Wordwall to boost student engagement and improve critical thinking and problem-solving abilities. It also highlights the role of technology in education, making learning more engaging and accessible. Future studies could examine the use of other media in PBL and its effect on learning outcomes in diverse educational settings.

It will be difficult for students learning outcomes in fiqh subjects to improve if the learning methods used still use the old (conventional) methods; this does not mean that conventional ones cannot be used; it just means that students need a new atmosphere in receiving the material, to maximize learning outcomes researchers use Problem-Based Learning or learning problem-based is a teaching model characterized by real problems as a context for students to learn critical thinking and problem-solving skills and gain knowledge. Research objectives: analyze the effect of using the PBL learning model and motivation on student learning outcomes in the Fiqh subject, analyze the influence of using the PBL learning model on the learning outcomes of students in the Fiqh subject, and (3) analyze the impact of motivation on student learning outcomes in the Fiqh subject. The research method used in this research is a quantitative method with a descriptive type. Data collection techniques use observation, documents, and questionnaires. Primary data sources for students, while secondary data are journals, books, and documentation data at school. The results of this research, including the data analysis tests, state that using the PBL learning model and motivation has a positive and significant effect on student learning outcomes. The problem-based learning (PBL) learning model has a considerable influence on student learning outcomes. There is a substantial influence of motivation on student learning outcomes. Class VIII Fiqh subject at MTss Raudlatul Firdaus Kuburaya.

The low completion of student learning in a subject is the reality of the quality of education in schools. The model in learning is one of the factors that can cause an impact on students' learning achievements. The use of the learning model must be adjusted to the characteristics of the student himself and the subjects taught. This article is intended to reveal the differences in blended-based Problem Based Learning (PBL) learning and Problem Based Learning (PBL) learning to the learning outcomes of students of Class X at SMK Negeri in Bangkalan and describe the influence of interaction between blended-based Problem Based Learning (PBL) learning model and learning motivation for the learning outcomes of students of Class X at SMK Negeri in Bangkalan.. This research used quantitative research with experimental methods. In this case, it used two tools, namely questionnaire survey and learning result test. The experimental classes in this study used the blended-based Problem Based Learning (PBL) model conducted online learning and offline and face-to-face learning, while the control classes used the PBL (Problem Based Learning) model for face-to-face learning. This quantitative research used the data analysis technique through the two-way variant analysis (ANOVA) technique. The results showed that the baseline estimate of student learning outcome using the PBL learning model was 40, the highest score was 90, the average score was 72.33, and the standard deviation was 16,439. Compared to the learning outcome of students who used the problem-based learning (PBL) model the lowest score was 45, the highest score was 95, the average score was 80.67, and the standard deviation was 11,502. Seeing from the results of the exploration, it can be concluded that the results of the blended-based Problem Based Learning model are higher, or in other words, students' learning outcomes become more effective by using the approach.

The researcher chose the PBL (Problem Based Learning) learning model. One learning model that provides opportunities for students to have experience discovering a concept and developing critical thinking skills. This study aims to describe the application of the PBL (Problem Based Learning) learning model in improving the learning outcomes of elementary school students. In more detail, this study aims to describe the implementation of learning by applying the PBL (Problem Based Learning) learning model to improve the learning outcomes of fifth grade students at SDN Triwung Kidul 01 and to describe the improvement in student learning outcomes after applying the PBL (Problem Based Learning) learning model. The learning outcomes test is used to obtain information on students' initial abilities before the learning process and students' mastery of the material being taught. Data collection techniques are carried out by observation, tests and documentation on the implementation of the learning process with the Problem Based Learning (PBL) learning model. Implementation of the learning process by applying the Problem Based Learning model can help students understand concepts or learning materials well, draw conclusions and find answers to existing questions.

This study aims to develop interactive learning media based on Adobe Animate with the Problem-Based Learning (PBL) model to improve student learning outcomes on fraction material in class IV SDN Kedungpane 02. The background of this research is based on students' low understanding of the concept of fractions, which is caused by the lack of use of innovative learning media and less interesting learning methods. Therefore, Interactive Math media was developed that integrates animation and interactivity in the learning process to increase student engagement and understanding. This research uses the Research and Development (R&D) method with the ADDIE development model which consists of five stages, namely Analysis to identify learning needs, Design to design appropriate media Development to build products, Implementation to test on students, and Evaluation to assess the effectiveness of the media that has been developed. Data were collected through observation, interviews, questionnaires, documentation, and learning outcomes tests. The validity test was carried out by media experts and material experts, while the media effectiveness test was carried out through experiments with a pretest-posttest control group design. The results showed that the Interactive Math media based on Adobe Animate is very valid and feasible to use in learning based on expert validation with a score of 91.07% from material experts and 91.66% from media experts. In addition, there was a significant increase in student learning outcomes after using this media, as evidenced by the difference in the average scores of the pretest and posttest in the small and large groups. Thus, Adobe Animate-based interactive learning media with PBL model can be an innovative solution in improving students' understanding and learning outcomes on fraction materials. This study recommends the use of similar media on other materials to improve the effectiveness of learning in elementary schools. Keywords: adobe animate, interactive learning media,fraction, problem based learning (PBL), learning outcomes.

Abstract. This research aims to determine the effect of the problem-based learning model on the biology learning outcomes of high school students in the circulatory system topic. This is a quasi-experimental study with a pretest-posttest control group design. The study was conducted at SMA Negeri 9 Makassar. The population in this study comprised all eleventh-grade students of SMA Negeri 9 Makassar. The research sample included class XI Biology 5 as the control class and XI Biology 7 as the experimental class, selected through random sampling. The research instrument consisted of a multiple-choice test with 25 questions. Data analysis techniques used were descriptive statistical analysis and inferential statistical analysis, including normality tests, homogeneity tests, and hypothesis tests in the form of ANCOVA tests. The analysis results showed that the learning outcomes of students in the class taught using the PBL model, with an average pretest score of 31.12, categorized as poor and very poor, significantly improved, marked by an average posttest score of 86, categorized as very good and good. The ANCOVA test results showed a sig. value of < 0.05, indicating that the problem-based learning model has an effect on the biology learning outcomes of high school students.Keyword: learning outcomes, problem-based learning

Behind the successful of teaching using the problem-based learning (PBL) model, -in our best knowledge- it seems that the factors that make its implementation successful in the classroom have not been mentioned, this is related to the purpose of improving student learning outcomes. For this reason, the study of the implementation of the PBL model needs to be explored further. Specifically, the aim of our current study is to evaluate student learning outcomes in implementing the PBL model and reflecting on the learning process using this model. This study is a Classroom Action Research (CAR), which is an examination of activities or actions that are intentionally conducted in a teaching. In the context of this study, the observation is carried out by evaluating student learning outcomes, while the activity or action that is carried out is Problem-Based Learning (PBL) which is carried out in two learning cycles. The subjects for implementing the PBL model were 21 students in an Islamic school (MTs NW - equivalent to Junior High School) in Central Lombok, Indonesia. Quantitative and qualitative approaches were used to analyze student learning outcomes and the learning process using the PBL model. The results of the study showed that there was an increase in student learning outcomes from the first cycle to the second cycle. Individual and classical completeness has been achieved in accordance with predetermined criteria. Finally, we recommend the use of the PBL model for the purpose of improving student learning outcomes. In the PBL model, the role of motivation, cues, encouraging active student participation, and the use of scaffolding are important aspects in the successful implementation of the PBL model

Background: Education plays a critical role in shaping students' intellectual and personal growth, and the effectiveness of teaching methods is essential for improving student outcomes. Objective: This study aimed to investigate the use of the Problem-Based Learning (PBL) model to enhance the learning outcomes of elementary school students in Islamic Religious Education (Pendidikan Agama Islam) at SD Negeri 01 V Koto, Kab. Mukomuko. Method: The research employed a Classroom Action Research (CAR) design, which included cycles of planning, action, observation, and reflection. Data were collected through pre-cycle assessments, followed by evaluations after the first and second cycles. Result: The results demonstrated a significant improvement in student learning outcomes, with the percentage of students meeting the Minimum Completion Criteria (KKM) increasing from 30% in the pre-cycle to 95% in the second cycle. The findings highlight that the implementation of PBL effectively encouraged active student participation, promoted critical thinking, and enhanced problem-solving skills. Conclusion: The study concluded that the Problem-Based Learning model significantly improved the learning outcomes of elementary school students in Islamic Religious Education, promoting both cognitive and affective development. Contribution: This research contributes to the understanding of how PBL can be applied in elementary education to boost student engagement and achievement, offering valuable insights for teachers and educational policymakers aiming to improve educational practices.

This study aims to investigate the effect of the Problem Based Learning (PBL) Model on learning outcomes of elementary school students. Program Based Learning is a learning method that focuses on problem solving, in which students will be given realistic and complex problems to solve independently or in groups. This method is different from conventional learning methods which focus more on explaining theory and teaching directly from the teacher. The research method used was quasi-experimental using a pretest-posttest control group design. The research sample consisted of two classes of elementary school students in a city in Indonesia, namely one class as the control group and one class as the experimental group that applied the PBL Model. Data collection was carried out by giving pre-test before treatment and post-test after treatment to the two sample groups. The data were then analyzed using the independent sample t-test statistical technique. The results showed that there was a significant difference between student learning outcomes in the experimental group using the PBL model and the control group using conventional learning methods. The results showed that there was a significant difference between the learning outcomes of students using the PBL method and conventional learning. The group of students who received learning with the PBL method had a higher posttest average score than the control group. Therefore, it can be concluded that the use of the PBL model can positively influence the learning outcomes of elementary school students and it is recommended to apply it in the learning process in elementary schools.