Effectiveness of PBL Learning Model with Letter Card Interactive Media Approach in Improving Reading Skills of Grade II Learners in Elementary School

Implementing problem-based learning (PBL) in elementary schools is challenging, as it requires a lack of teacher understanding and training and time and technology constraints. A dense curriculum also limits the effectiveness of PBL. Nevertheless, PBL can improve students' critical, collaborative, and analytical thinking skills. This study used a qualitative descriptive design to explore implementing the Problem-Based Learning (PBL) model in thematic learning, focusing on its stages, challenges, and success factors. Data were collected through observation, interviews, and document analysis, with triangulation to ensure validity. Ethical standards such as obtaining informed consent and maintaining confidentiality were upheld. The results of this study indicate that implementing Problem-Based Learning (PBL) in Islamic elementary schools, including MIS Nurul Hidayah, strengthens student competencies through active, collaborative, and problem-based learning. This method enhances students' social skills, teamwork, critical thinking, and independence while motivating them through interactive media. Educators are facilitators, assisting students in organizing information and developing creative solutions. Although challenges such as high costs and longer implementation times pose obstacles, adequate infrastructure support and positive student responses make PBL effective in equipping them with essential life skills for the future. This study's contribution is to illustrate that the application of the Problem-Based Learning (PBL) model in Islamic elementary schools is effective in improving student competencies through active, collaborative, and problem-oriented learning activities. This study also shows that PBL can improve students' social skills, teamwork, critical thinking, and independence and motivate them with the use of interactive media.

This study aims to analyze the role of the Problem Based Learning (PBL) model in integrated thematic learning in elementary schools. The model that has been widely adopted to support the learning centered learning model and emphasizes the involvement of students in the active learning process as in the integrated thematic learning process is the Problem Based Learning (PBL) model. In integrated thematic learning students are directed at student-centered learning, students are actively searching, group-based learning, and using real-world problems as a context for students to learn about critical thinking and problem solving skills. This is in line with the Problem Based Learning (PBL) learning model. In this study researchers used a literature study (library research). First the researchers formulated the research problem, then proceeded to search for electronic journals via google schoolar. From the search, 15 relevant journals were analyzed for their role in integrated thematic learning using the Problem Based Learning (PBL) model. The keywords used for journal research are Problem Based Learning, learning outcomes, elementary school. The analysis turned out to show that the Problem Based Learning model was able to improve student learning outcomes starting from the lowest 28% to the highest 93% with an average of 58%.

The Problem-Based Learning (PBL) model is a teaching method that focuses on solving real-life problems to enhance students’ engagement and understanding in the learning process. In elementary social studies learning, PBL is implemented to develop students’ critical thinking, analytical, and collaborative skills. This study aims to evaluate the effectiveness of the PBL model in elementary social studies learning using a Systematic Literature Review (SLR) approach. The SLR method was employed to collect and analyze relevant studies published between 2019 and 2024. From 101,000 articles identified, nine key studies were screened and analyzed in depth through the stages of identification, screening, eligibility, inclusion, and data synthesis. The findings reveal that implementing the PBL model in social studies learning significantly improves students’ conceptual understanding, motivation, learning outcomes, and critical thinking skills. Moreover, this model encourages active participation and helps students comprehend social studies concepts in more authentic contexts. The results imply the need for systematic integration of PBL in elementary social studies learning to foster active engagement and higher-order thinking skills. Teachers are encouraged to enhance their competence in designing contextual problem-based scenarios, while policymakers should support professional development related to innovative learning models such as PBL. Furthermore, this study provides a foundation for future research exploring the effectiveness of PBL in developing students’ 21st-century skills and social character.

Emotional literacy as a new 21st-century literacy is one-factor influencing student learning success. This study aims to analyze the differences in emotional literacy and problem-solving skills in Problem-Based Learning (PBL) model learning with Homogeinity psycho cognition (HPC) Strategy and PBL. This study included quasi-experiment research with a pretest-postest nonequivalent control group design. The research sample was 75 fifth-grade students taken randomly from several elementary schools in the Nusaniwe Sub-District based on the placement test. The research instruments were an emotional literacy questionnaire and a problem-solving skills test instrument consisting of 20 statement items and 8 problem items related to the human circulatory system. Data analysis used the Mann-Whitney U Test and one-way ANCOVA. The results showed no difference in emotional literacy between the treatment group (PBL with HPC strategy) and the control group (PBL). The ANCOVA test results concluded that students' problem-solving skills in the PBL model with the HPC strategy were superior to those in the PBL model. This finding helps develop appropriate and strategic science-biology learning in elementary schools.

Science learning in elementary schools often faces challenges in improving students' learning outcomes, especially in the topic of energy transformation. This study aims to improve the learning outcomes of fourth-grade students in science, particularly in the topic of energy transformation, through the implementation of the Problem-Based Learning (PBL) model. This research uses the Classroom Action Research (CAR) method which consists of two cycles, each lasting one meeting. The results of the observation show that in the first cycle, students were active in learning but there were still some students who needed further guidance. In the second cycle, learning ran more effectively with students who were more focused and there were no longer any problems when divided into groups. The PBL model with the support of Canva presentation media successfully increased students' academic achievement, indicating that the PBL model is effective in helping students learn. The results of this study indicate that the PBL model can improve students' understanding and achievement in the topic of energy transformation. Therefore, the problem-based learning (PBL) model with the support of Canva presentation media is one of the effective approaches to improve the understanding of fourth-grade students in the topic of energy transformation.

This research aims to analyze the difference effectiveness of learning model Realistic Mathematics Education (RME) and model learning problem based learning (PBL) to students' mathematical reasoning skills. The design of this research is quasi experiment with pretest-posttest control group design. The population of this study is the students of grade VIII SMPN 1 Watubangga 2015/2016 year that studying about building a flat side space. The data of mathematical reasoning skills is obtained by using the instrument in the form of mathematical reasoning test. Data analysis technique used is descriptive statistical analysis, F test with t test (paired-samples t test and independent-samples t test), at α = 0,05 . Based on the result of analysis of research data obtained that: 1). Student's mathematical reasoning skills before being taught with RME, PBL, and Direct learning models are in the less category after being given learning with the learning model RME, PBL and Direct students' mathematical reasoning skills are in sufficient category. Increased students' mathematical reasoning skills are in the medium category; 2). There is an improvement in students' mathematical reasoning skills after being taught with RME, PBL and Direct learning models; 3). The mathematical reasoning skills of students taught using the RME learning model were not significantly different from those taught by the PBL learning model; 4). There is a difference in the effectiveness of the learning model on improving students' mathematical reasoning skills, which is taught using a learning model RME more effective than students taught by direct learning model; 5). The students' mathematical reasoning skills are taught using the PBL learning model more effective than students taught by direct learning model; 6). Student activity during learning process using RME learning model and PBL learning models, indicating that students are very active.

The learning process is inseparable from the learning model, the selection of a good learning model will certainly have a good effect on student responses and student process skills and vice versa. This study aims to determine the comparison of student process skills and student responses to the PBL learning model in SD/MI, and to determine the relationship between student responses to student responses to the PBL learning model and student process skills. This type of research is experimental quantitative research by comparing 4 classes using the PBL model. The sample in this study was 144 students from public elementary schools. There are 2 instruments in this research, namely Process Skills for Science and Problem Based Learning (PBL) models. There are 47 items of process skills questions and 26 items of questions in the learning model that uses a Likert scale 5. This study uses quantitative data analysis with the help of SPSS statistics 25, to find descriptive statistics and inferential statistics. The results of the T test showed that in each school there were differences in process skills and student responses to the PBL learning model. Also, the results from the correlation test in each school showed that students' responses to the PBL learning model had an effect on students' process skills. This can be seen from the value of sig. < 0.05. So, the learning model carried out in each school has an influence on student responses and process skills, and there is a relationship between student responses and process skills.

This study aims to analyze the influence of the problem-based learning model (PBL) supported by puzzle media on the learning activity of students in science subjects in class V UPT SD Negeri 3 Otting, Sidrap Regency. The research method used was a quantitative experiment with a one-group pretest-posttest design. Data collection was carried out through observation sheets assessed by observers, then analyzed using descriptive and inferential statistics with a paired sample t-test. The results of the study show that the application of the Problem-Based Learning (PBL) model assisted by puzzle media can significantly increase students' learning activity. Learners become more active in asking questions, participating in group discussions, as well as showing improvements in problem-solving skills. With interesting and interactive problem-based learning, students are more motivated to understand the material and more courageous in expressing opinions. Therefore, the use of the Problem-Based Learning (PBL) model assisted by puzzle media is recommended as an effective learning strategy in increasing the learning activity of students in elementary school.

<p>The purpose of this study is to evaluate the impact of the PjBL (Project Based Learning) and PBL (Problem Based Learning) models on literacy and numeracy abilities based on local knowledge in elementary schools. In this work, a quantitative method and a quasi-experimental design are used. Students in fifth grade at SD Muhammadiyah 08 Cilacap made up the study population, and two classes—fifth grade students in class A using the PjBL model and fifth grade students in class B using the PBL model—made up the research sample. The tool being utilized is a test tool. Prior to usage, the instruments, which included multiple-choice and essay questions, underwent validity and reliability testing. Before managing and after administering therapy, the instrument was utilized for a posttest and pretest. This study aims to retest Nirmala's research (2023), which claims that Problem Based Learning has a greater average score of 82.68 for participant literacy and an average score of 81.00 for students' numerization. This finding appears to be in conflict with Ariyani and Prasetyo's research (2021), which reports a Particle eta Squared of 0.161 with a significance value of 0.079, indicating that the impact of Problem Based Learning and Problem Sol The usefulness of the PjBL model with the PBL model on locally based numeracy and literacy skills in elementary schools is examined in this study. The independent sample t-test and the paired sample t-test were used to test hypotheses. Before using the PjBL learning paradigm with PBL based on local wisdom, the typical daily test score for classes 5A and 5B was 55.95 and 59.7, respectively. The average score after managing the implementation of the PBL model is 77.7 in class 5A and 91.8 in class 5B, compared to 62, 15, and 66.6 after handling the implementation of the PjBL model in class 5A. The findings indicated that the PBL model was superior than the PjBL model in terms of improving reading and numeracy abilities based on local wisdom in elementary schools.</p><strong><em></em></strong>

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.

Science (IPA) learning in elementary schools still faces various challenges, particularly the low levels of students’ creativity and cognitive learning outcomes. This condition is influenced by learning practices that tend to be teacher-centered and lack the use of interactive learning media that actively engage students. Therefore, innovative learning models supported by appropriate media are needed to create meaningful and student-centered learning experiences. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by Ding-Dong (Tedido) media on the creativity and science learning outcomes of fifth-grade elementary school students. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group post-test only design. The participants were fifth-grade students of SDN Jember Lor 02, divided into an experimental class and a control class. The experimental class was taught using the PBL model assisted by Ding-Dong (Tedido) media, while the control class received conventional instruction. Research instruments consisted of a creativity test measuring fluency, flexibility, originality, and elaboration, as well as a cognitive learning outcome test in the form of multiple-choice questions. Data were analyzed using prerequisite tests and the independent samples t-test. The results showed that students in the experimental class achieved significantly higher creativity scores and science learning outcomes compared to those in the control class. The findings indicate that the integration of the PBL model with Ding-Dong (Tedido) media effectively promotes active learning, enhances students’ creative thinking, and improves their understanding of science concepts. Thus, the PBL model assisted by Ding-Dong (Tedido) media can be considered an effective alternative for improving creativity and learning outcomes in elementary science education.

This study aims to analyze the effectiveness of the implementation of the Problem-Based Learning (PBL) learning model in improving student learning outcomes in the material Welcoming the Age of Puberty in grade IV of SDN 106210 Rambung Besar. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, with stages of planning, implementation, observation, and reflection. The subjects of the study were grade IV students of SDN 106210 Rambung Besar. Data were collected through learning outcome tests, observations of student and teacher activities, and interviews. The results of the study showed that the implementation of the PBL model can significantly improve student learning outcomes. In the first cycle, the average student score increased compared to the conditions before the action. The second cycle showed further improvements in conceptual understanding, critical thinking skills, and student activity. The PBL model also encourages students to be more active in discussing, working together, and solving problems related to the material being studied. The conclusion of this study is that the PBL learning model is effective in improving student learning outcomes in the material Welcoming the Age of Puberty. Therefore, it is recommended for teachers to adopt this model as an innovative learning strategy to improve the quality of learning in elementary schools

Background: The education curriculum is developed to prepare students to gain comprehensive experiences and life skills. Learning effectiveness, especially in physical education, depends on the teacher's ability to choose the right learning strategies, models and methods. However, problems often faced in the learning process include lack of student attention, teacher dominance in the learning process, and passive learning tendencies. The Problem-Based Learning (PBL) learning model emerged as a potential approach to address these issues and improve the quality of learning. Study Objectives: This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) learning model in improving the basic soccer movement skills and learning activities of elementary school students in the context of physical education. Materials and Methods: This study used a pseudo-experimental method with a one-group pretest-posttest design. The research subjects comprised 24 fifth-grade Krakitan State Elementary School, Klaten Regency students. The research instruments included basic soccer skills tests (dribbling and short passes) and student learning activity observation sheets. Data were analyzed using paired samples t-test to determine the effect of learning with the PBL model on primary skills of playing football and student learning activities. Results: The study revealed a substantial enhancement in both the basic soccer skills and student learning activities following the implementation of the PBL model. The average basic soccer skills score surged from 99.0833 in the pretest to 109.0417 in the posttest, marking a notable increase of 9.9584 points. Similarly, student learning activities showed a commendable rise, with the mean score climbing from 3.0833 at the start of the treatment to 4.3750 at the end, indicating a significant increase of 1.2917 points. Statistical analysis using paired samples t-test confirmed the significance of these improvements, with the calculated t values for basic soccer skills (6.89943) and learning activities (7.369) both surpassing the t table value (2.069). Conclusion: In conclusion, this study affirms the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' basic soccer movement skills and learning activities in the context of physical education at the primary school level. The substantial improvements in both the technical ability to play soccer and in students' active engagement in the learning process underscore the potential of PBL as a potent learning strategy for physical education. These findings not only underscore the importance of problem-based learning approaches in enhancing physical skills but also in fostering students' cognitive and social engagement in the learning process, thereby making a significant contribution to the field of physical education. Keywords: Problem Based Learning, Physical Education, Soccer Skills, Learning Activity, Primary School

Online lectures so far have been less effective and being less attractive to students often makes students passive, bored, and not enthusiastic about attending lectures. Students are not active in the lecture process will not achieve a learning goal. This study aims to describe the analysis of student activities with the Problem Based Learning (PBL) model through lesson study in online learning. The research method used is a qualitative descriptive analysis method. Data validity techniques use triangulation techniques. Data is collected by observing techniques and recording student activities during online learning. Data analysis techniques present calculations in the proportion of observations on student activity. The implementation of research is carried out based on lesson study activities, namely plan, do and see. In the planning stage, model lecturers and observers agreed that the problem to be solved was online learning with the Problem Based Learning (PBL) model. Activities that will be observed 5 aspects, namely oral activities, listening activities, writing activities, mental activities and emotional activities. At the do stage, model lecturers carry out learning through the PBL model. The orientation of the problem is centred on the observation of integrated thematic learning in elementary schools. While the see stage shows the profile of student learning activities in online learning through the PBL model, namely oral activities of 86.1, listening activities of 96.3, writing activities amounted to 89.4, mental activities amounted to 86, and emotional activities amounted to 80.6. Based on the results of the research above, student activity through the lesson study-based PBL model can be categorized as high. This is inseparable from the collaborative role of lecturers in organizing learning, from planning to evaluation.

The low social concern of elementary school students is caused by the learning of Civic Education (PKn) which is still conventional, teacher-centered, and minimal active student involvement. The purpose of this study is to describe and analyze the application of the Problem Based Learning (PBL) model in improving social awareness of grade IV elementary school students. The research subjects consist of grade IV elementary school students who are actively involved in problem-based PKn learning. The research method used is a descriptive quantitative approach with a One-Shot Case Study design. Data was collected through social awareness questionnaires and student behavior observation sheets during the learning process. The data analysis technique was carried out descriptively by examining students' social behavior tendencies, which included empathy, cooperation, participation in group activities, initiative to help friends, and responsibility for tasks. The results of the study show that the application of the PBL model has a positive impact on increasing students' social awareness. Through problem-based learning activities associated with real life, students become more reflective, collaborative, and caring about their social environment. PBL also helps students understand civic values more deeply through hands-on learning experiences that foster a sense of empathy and responsibility. Thus, the Problem Based Learning model has proven to be effective and relevant to be applied in PKn learning in elementary schools as a means of forming students' character and social awareness holistically in accordance with the spirit of the Pancasila Student Profile and the Independent Curriculum.