PENINGKATAN HASIL BELAJAR IPAS MELALUI MODEL PROBLEM BASED LEARNING PADA SISWA KELAS IV SD

Abstract

This study was motivated by the low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SDN Sinagar, as shown by baseline data in which only 8 of 24 students (33.33%) reached the Minimum Mastery Criteria (KKM) of 75. This condition was triggered by teacher-centered instruction that left students passive and poorly trained in solving authentic problems. This study aimed to describe the planning, implementation, and improvement of IPAS learning outcomes of fourth-grade students at SDN Sinagar on the topic of Interaction between Living Things and the Environment through the application of the Problem Based Learning (PBL) model. The method used was Classroom Action Research (CAR) following the Kemmis and McTaggart model, carried out in two cycles, each consisting of planning, acting, observing, and reflecting stages, with 24 fourth-grade students as subjects. Data were collected through learning outcome tests, observation of teacher and student activities, and documentation, then analyzed descriptively using quantitative and qualitative approaches. The results showed a consistent improvement across cycles. The quality of lesson planning increased from 61.84% (fair) in Cycle I to 94.74% (very good) in Cycle II. Teacher activity increased from 72.92% to 97.92%, and student activity increased from 62.50% to 100%. The class average score rose from 65.42 (pre-cycle) to 75.83 (Cycle I) and reached 86.87 (Cycle II), while classical mastery increased from 33.33% to 83.33% and finally 100%, exceeding the success indicator of ≥ 85%. It can be concluded that the application of the Problem Based Learning model is effective in improving the IPAS learning outcomes of fourth-grade students at SDN Sinagar.

ABSTRAK

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) siswa kelas IV SDN Sinagar, yang ditunjukkan oleh data awal bahwa hanya 8 dari 24 siswa (33,33%) mencapai Kriteria Ketuntasan Minimum (KKM) sebesar 75. Kondisi ini dipicu oleh pembelajaran yang masih berpusat pada guru (teacher-centered), sehingga siswa cenderung pasif dan kurang terlatih memecahkan masalah nyata. Penelitian ini bertujuan mendeskripsikan perencanaan, pelaksanaan, dan peningkatan hasil belajar IPAS siswa kelas IV SDN Sinagar pada materi Interaksi Makhluk Hidup dan Lingkungan melalui penerapan model Problem Based Learning (PBL). Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan, pengamatan, dan refleksi, dengan subjek 24 siswa kelas IV. Data dikumpulkan melalui tes hasil belajar, observasi aktivitas guru dan siswa, serta dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan peningkatan yang konsisten pada setiap siklus. Kualitas perencanaan pembelajaran meningkat dari 61,84% (kategori cukup) pada Siklus I menjadi 94,74% (sangat baik) pada Siklus II. Aktivitas guru meningkat dari 72,92% menjadi 97,92%, dan aktivitas siswa meningkat dari 62,50% menjadi 100%. Nilai rata-rata kelas meningkat dari 65,42 (pra-siklus) menjadi 75,83 (Siklus I) dan mencapai 86,87 (Siklus II), dengan ketuntasan belajar klasikal meningkat dari 33,33% menjadi 83,33% dan akhirnya 100%, melampaui indikator keberhasilan penelitian sebesar ≥ 85%. Dapat disimpulkan bahwa penerapan model Problem Based Learning terbukti efektif dalam meningkatkan hasil belajar IPAS siswa kelas IV SDN Sinagar.