Scientific Journal of Elementary School Teacher Education

April 2025, XI (1), 1-13

P-ISSN: 2085 – 4048
https://journal.unj.ac.id/unj/index.php/pgsd/

Implementation of Problem Based Learning Model to Improve

Science Learning Outcomes of Grade V Elementary School Students

Nurhidayah Nasution1, Tunjungsari Serangingtyas2, Yofita Sari3

1,2,3
Faculty of education, Universitas Negeri Jakarta
nasutionnurhidayah117@gmail.com

Abstract
Natural Sciences (IPA) is one of the most important subjects in elementary school, allowing students to
exploit students and think logically, analytically, systematically, critically and creatively. Studying
natural sciences in elementary school should provide students with hands-on experience to develop
their ability to learn scientifically and understand the natural environment. The reality is that science
learning in elementary schools is still traditional and usually focused on teachers, so students are less
active in the learning process. This study aims to obtain data on improving cognitive learning outcomes
of IPAS by applying the Problem Based Learning model assisted by mind mapping in grade V of SDN
Tanjung Barat 07 South Jakarta. The research is carried out with Class Action Research (PTK) which
consists of 2 cycles each cycle consists of 4 stages, namely planning, action, observation and reflection.
The results of the study showed that the percentage of data obtained on students' learning outcomes in
the first cycle was 74.19%. In cycle II, there was a significant increase of 87.09%. Meanwhile, the
data for monitoring learning actions using the Problem Based Learning model in the first cycle was
89.41% and in the second cycle increased to 100%. From the results of the study, it can be concluded
that using the Problem Based Learning model can improve students' learning outcomes in science
learning. The conclusion is that IPAS learning using the Problem Based Learning model can be used to
improve the learning outcomes of students in grade V of e elementary school Tanjung Barat 07 South
Jakarta.

Keyword: Problem Based Learning Model, Science Learning, Elementary School Students

(*) Corresponding Author: nasutionnurhidayah117@gmail.com

Received: 2025-04-19 Revised: 2025-04-29 Accepted: 2025-04-
30

How to Cite: Nurhidayah Nasution, Tunjungsari Serangingtyas, Yofita Sari. (2025). Implementation of
Problem Based Learning Model to Improve Science Learning Outcomes of Grade V Elementary
School Students, Scientific Journal of Elementary School Teacher Education, XI (1): 1-14

INTRODUCTION
Education is a very important process to improve the quality of human self.
Education can continuously change the behavior of an individual or group through
various trainings in learning. Education is closely related to

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Curriculum. The curriculum is a guide and guideline in the form of an educational

program to build a quality of life for children according to their needs at that time. The
curriculum is basically dynamic and systematic. Meaning: The curriculum in the 1960s
is not the same as the current curriculum. Curriculum change is the development of a
previous curriculum that is more reactionary and conditional depending on the era, so
the curriculum can often change and improve. Therefore, the curriculum aims at what
people already have today. A good curriculum is expected to prepare a program where
students' interests and talents can do justice. This is consistent with the objectives of
the independent curriculum currently used in education. The curriculum is a guide
and guideline in the form of an educational program to build a quality of life for
children according to their needs at that time. Therefore, the curriculum aims at what
people already have today. A good curriculum is expected to prepare a program where
students' interests and talents can do justice. This is consistent with the objectives of
the independent curriculum currently used in education. The independent curriculum
aims to achieve context-related holistic learning so that students can gain meaningful
and useful learning and learn not only material but also understanding (Ministry of
Education and Culture 2022)
Quality learning certainly cannot be separated from the various efforts
required. Especially when studying natural and social sciences. Science learning is
important content that can be found at the elementary school level. Science learning
aims to develop a wide range of skills among students, including: Science learning
should be associated with problems contained in the student's nature, as it cannot
separate people from various problems in daily life. Based on the collection of pre-
study data collection on interviews, document studies, and observations. Researchers
have found problems learning science in Class V of elementary school Tanjung Barat
07 South Jakarta. This means that they use learning models and media to learn
students, learning outcomes with low learning outcomes, low learning and learning,
and often absorb material from textbooks and assignments. This is a trigger for science
learning, dominated by monotonous learning, so that learning is not student-focused
and student participation in science learning is still limited.
In front of the classroom, classroom teachers strive to improve the learning
outcomes of natural and social sciences Class V students, namely by conducting
natural and social sciences learning activities with a circular Leshan sitting position in
this area. The goal is to have a more fun and less monotonous learning atmosphere.
Learning activities are carried out in this way in the hope that students will be
motivated and interested in learning natural science.

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However, this activity takes a long time for all students to be conditioned. Other
students focus when other students in their class are in the bathroom. Separately,
Harmeroom teachers have tried to apply a problem-based learning model to science
learning, but problem-based learning is still not optimal and ineffective in improving
student learning outcomes.
This issue provides a background for researchers to use in different, more
effective and interesting PBL models based on literature research, by modifying or
integrating mind mapping as a learning medium. The advantage of the PBL model of
mind-mapping mapping is to actively participate in solutions to problems and train
students to find appropriate solutions so that they make more sense (Buzan 2006).
Students feel more comfortable because problems related to daily life are solved so
that learning motivation can increase student motivation. (Rumini 2020). This is
combined with mind mapping as a learning medium for copyrighted images and
shapes arranged like branching trees. Therefore, PBL is supported by mind mapping
as a model applied to science learning related to science learning for science learning
purposes. In other words, it is hoped that students will be able to understand science
learning materials and understand the learning outcomes of class V of elememntary
school Tanjung Bharat, South Jakarta.
Based on the explanation above, we can draw the conclusion that the results of
science learning are changes in the knowledge, attitudes and behaviors that students
have after creating science learning experiences in the form of knowledge about the
surrounding nature. References to student learning outcomes in this study refer to
cognitive aspects, namely remembering (C1), understanding (C2), application (C3),
analysis (C4) and evaluation (C5).

METHODS
Types and Approaches to Research
This study uses the class action research method using the Kemmis and McTaggart
models (2014), which consists of four stages carried out in two cycles: planning,
effects, observation, and reflection. Cclass action research was chosen because it is
suitable for identifying classroom learning problems and increasing the use of
problem-based learning models (PBL) to improve students' science learning outcomes
(Arikunto et al., 2021). This study aims to improve cognitive learning outcomes in
science using the mind mapping problem learning model (PBL) from Class V Tanjung
Bharat 07 in South Jakarta.

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Subject in this study is SDN Tanjung Barat 07, a student in South Jakarta, Class V-C.
The class action research process used is the Kemmis and MC-Taggart models, which
consist of two cycles. Each cycle consists of four levels: planning, implementation,
observation and reflection. (Sipangkar 2022)
Research Subject
The study focused on 31 students from Class V primary schools, consisting of 16 male
students and 15 female students in the age range of 10-11 years. The selection of
subjects was based on preliminary observations that showed that the science learning
outcomes of Class V students were still below 70 minimum competency standards.
Learning is said to be successful if the Cognitive aspect of students can reach a
minimum of ≥80% of the number of students in the class who have reached a minimum
competency standard which is 70. The implementation of monitoring the actions of
the Problem Based Learning model has reached a score of ≥90.
Research Procedure
Planning
a. Preparing a Learning Implementation Plan with a Problem Based Learning
model
b. Prepare student worksheets containing contextual problems according to the
material
c. Prepare research instruments: observation sheets for teacher and student
activities, learning outcome test questions, and interview guidelines
d. Prepare learning media that supports scientific inquiry
e. Set up the Documentation tool
Implementation (Action)
a. The implementation of the Problem Based Learning model has five stages:
b. Student orientation to the problem: students are exposed to the phenomenon
of contextual science
c. Organizing students to learn: formation of heterogeneous groups (4-5
students)
d. Guiding individual/group investigations: students conduct simple
experiments
e. Develop and present the work: students compile research reports
f. Analyzing and evaluating the problem-solving process: class discussion and
Reflection.

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Observation
a. Observing teachers' activities in applying the PBL model using observation
sheets
b. Observe student activities during the learning process
c. Record important findings during learning
d. Documenting the learning process
Reflection
a. Analyzing data from observation results and learning outcome tests
b. Discuss the advantages and disadvantages of learning implementation
c. Formulating corrective actions for the next cycle
Data Collection Techniques and Instruments
Observation
Observations were made to observe the activities of teachers and students while
learning with the PBL model using a structured observation table. Observations were
made by two observers, namely employees and teachers.
Test
Learning outcomes in the form of multiple questions and descriptions include
cognitive aspects C1 (souvenirs), C2 (comprehension), C3 (application) and C
(analysis). Tests are administered at the end of each cycle to measure the improvement
of students' academic science outcomes.
Interview
Semi-structural interviews were conducted on students to discover their perceptions
and reactions to learning with the PBL model.
Documentation
Documentation in the form of learning photos and videos, student work results, and
field notes are used as supporting data.

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Data Analysis Techniques

Quantitative Data Analysis
The data on student learning outcomes was analyzed descriptively by calculating:
a. Class average. Average = Total score of all students / Number of students
b. Percentage of classical learning completeness. Completion Percentage =
(Number of students completed / Total number of students) × 100%
c. Percentage increase in learning outcomes.
Percentage Increase = (Average cycle II - Average cycle I) / Average cycle I) ×
100%
Qualitative Data Analysis
Qualitative data in the form of observation results of teacher and student activities
were analyzed using the Miles and Huberman model (Sugiyono, 2022) which includes:
(a) data reduction, (b) data presentation, and (c) conclusion drawn.

RESULTS & DISCUSSION

Results
Observation results Quantitative
Model application Problem Based Learning in class V-B SDN Tanjung Barat
07 with steps that include: (1) orienting students to problems, where students are given
issues or problems related to the surface of the earth in daily life so that students have
the motivation to dance more deeply about these problems; (2) organizing students to
learn, where students are prepared to study in groups and get LKPD; (3) guiding
individual and group investigations, where students are encouraged and guided in
investigating the given problems so that they can solve problems; (4) developing and
presenting the results of the work, students are asked to develop the results of
investigation and problem solving into mind mapping which is then presented in front
of the class; (5) analyze and evaluate the problem-solving process, students convey
the difficulties faced when conducting investigations and problem-solving that are
poured into Mind Mapping.

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Based on the application of the Problem Based Learning model with the 5 steps
above, it was found that there was an increase in student learning outcomes in science
learning in class V-B elementary school Tanjung Barat 07. This can be seen from the
percentage of success obtained from the data on student learning outcomes in the first
cycle of 74.19% and the second cycle of 87.09%. In addition, data on monitoring
teacher actions and student activities through the application of the Problem Based
Learning model has also increased. Teacher action in the first cycle was 88.45% and
in the second cycle was 100%, then the student activity in the first cycle was 86.53%
and in the second cycle was 100%.
Qualitative observation results
Cycle I
Based on the reflection of the data in the first cycle, there are still many students who
get a score of <70. The learning outcomes in the first cycle reached a percentage of
74.19% or only 23 students who reached the minimum completeness criteria, the
remaining 25.80% or 8 students have not reached the minimum competency standards.
The results of the implementation of learning activities using the Problem Based
Learning model in the first cycle of the 1st meeting reached a percentage of 86.53%
and the 2nd meeting reached a percentage of 92.30%, then if the average value of the
instrument for monitoring the actions of teachers and students in the first cycle is
89.41%. Based on the results of the actions that have been carried out in the first cycle,
they have not met the specified achievement targets. So the research will continue in
the next cycle, namely cycle II.
Cycle II
This stage is an action to assess the improvements that have been made to cycle II.
The researcher conducted a study on learning outcomes in the cognitive aspect in cycle
II which refers to the improvement plan that has been prepared in cycle I. Based on
the learning outcomes of students in cycle II, it shows that there is an increase in the
number of students who get a score of ≥70. The learning outcomes of the cognitive
aspect in cycle II reached a percentage of 87.09% with 27 students who achieved the
minimum completeness criteria. The results of observation of the actions of teachers
and students also increased in this second cycle, reaching a percentage of 100%. The
upgrade from cycle 1 to cycle II can be seen in the image below:

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120.00%

100.00%

80.00%

60.00%

40.00%

20.00%

0.00%
Hasil Belajar Aktivitas Guru Aktivitas Peserta Didik

Siklus I Siklus II

Figure 1. Improvement of Learning Outcomes and Monitoring of Cycle I and Cycle

II Actions
Based on the picture above, it can be concluded that there is an increase in
cycle II, there are indicators of learning outcomes, teacher activities and student
activities. The percentage increase from cycle 1 to cycle 2 can be seen in the table
below:

Table 1. Increase in the percentage of student learning outcomes, monitoring

teacher activities and student activities
Cycle Student Learning Outcomes Teacher Activities Student Activities
I 74,19% 89,41% 89,41%
II 87,09% 100% 100%

In table 1 above, it can be concluded that there is an increase in student learning

outcomes with a score of 12.9%, teacher activity increases from cycle 1 to cycle 2 with
a score of 10.59% in student activities, there is an increase in scores in the second
cycle of 10.59%. Based on the score results in cycle II, the application of the Problem
Based Learning Model to Improve Science Learning Outcomes for Grade V
elementary school students got a very good category.

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DISCUSSION
The results showed that the application of the PBL model in grade V of primary
school for five main stages: problem-oriented students, students organized for
learning, counselors in surveys, work development and presentation, and analyzing
and assessing problem-solving processes. The student-orientation phase on the
problem is the key to the success of learning with the PBL model. At this stage, the
presentation of real-life problems that are close to the student's life tries to spark
curiosity and motivation for student learning. This is consistent with the opinion of
Cahyani et al. (2022) that the presentation of contextual problems can increase the
relevance of learning in the eyes of students.
The application of learning problems (PBL) in education has shown significant
effectiveness in improving student learning outcomes, especially in scientific
problems in primary schools. This model not only emphasizes the use of media, but
also supports the development of critical thinking skills and the ability to solve
students' problems through actual situations (Musfirah et al., 2023). Thanks to the
implementation of the United Nations, students are encouraged to think positively and
work together in groups to solve the problems at hand, thereby increasing their
participation in the learning process (Rania et al., 2023).
The application of learning problems (PBL) in education has shown significant
effectiveness in improving student learning outcomes, especially in scientific
problems in primary schools. This model not only emphasizes the use of media, but
also supports the development of critical thinking skills and the ability to solve
students' problems through actual situations (Musfirah et al., 2023). Thanks to the
implementation of the United Nations, students are encouraged to think positively and
work together in groups to solve the problems at hand, thereby increasing their
participation in the learning process (Rania et al., 2023).
In the specific context of Class V, this study was conducted by Musfirah et al.
This shows that the application of PBL to materials related to the water cycle can
improve student learning outcomes by 8% in the second cycle (Musfirah et al., 2023).
This complies with the results of Fatah et al. This recorded an increase in learning
outcomes from 1% to 89% after multiple PBLs (Fatah et al., 2023).

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In addition, this suggests that the combination of PBL and the use of media
such as WordWall also yields positive results, with significant improvements in
students learning outcomes (Olimpiani et al., 2024). Another advantage of the PBL
model is the ability to strengthen students' social skills. By discussing and working in
groups, students learn how to communicate, organize, and work together in groups
(Nafiah and Susanto, 2014). This process is essential for developing the social skills
necessary in daily life. In addition, researchers such as Sari and Indriati noted that PBL
has increased student activities in learning, thereby creating a more dynamic and
interactive learning atmosphere (Sari, 2018; Indriati, 2022).
However, there are challenges in implementing this model, such as the need to
carefully prepare teachers to manage classrooms and create conditions for effective
discussion (Eismawati et al., 2019). Guttormsen Research also said that training
teachers to implement the UN correctly is essential to get the desired results (Abarang
and Delviany, 2022). To address the decline in student activity, use different
environments, such as
video or visual assistance, can be an effective solution (Syaputra et al., 2023;
Utami et al., 2018). In general, the application of a learning model based on scientific
learning problems in V-GRAD elementary schools showed promising results in
improving student learning outcomes. This model is not only beneficial for the
development of learning, but also for students' social and individual skills. Therefore,
it is important that educators continue to explore and implement PBL with the right
approach to achieve more optimal educational goals.

CONCLUSION
Model application Problem Based Learning running optimally and effectively
gradually, type Problem Based Learning can improve the learning outcomes of IPAS
students in class V-B SDN Tanjung Barat 07 South Jakarta.

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