Implementation of Problem Based Learning to Enhance Student Engagement and Learning Outcomes in Fourth Grade Mathematics
DOI:
https://doi.org/10.22487/me.v21i1.4567Keywords:
Student activity, Learning outocome, PBLAbstract
This study aims to enhance student engagement and learning outcomes in mathematics for fourth-grade students at SD Negeri 23 Palu. The research employs Classroom Action Research (CAR) with a quantitative approach. The subjects of the study consist of 25 fourth-grade students. Data were collected through observations and assessments of student learning outcomes. The results indicate that in the pre-cycle, only 33% of students achieved mastery in learning. However, after implementing the Problem Based Learning (PBL) model, the percentage of students who achieved mastery increased to 87% in the first cycle and reached 93% in the second cycle. Additionally, the increase in student engagement is also evident from their involvement in the learning process. In the pre-cycle, no students were categorized as active or very active, with the majority falling into the inactive category. Following the implementation of the PBL model, student engagement improved in the first cycle, where 33% of students were classified as very active and 54% as active. In the second cycle, student engagement further increased, with 87% classified as very active and 13% as active. These findings demonstrate that the application of the PBL model is effective in enhancing student engagement and learning outcomes for fourth-grade students at SD Negeri 23 Palu.
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