<![CDATA[This study was motivated by the importance of implementing a learning model that can improve students’ activeness, critical thinking skills, and collaboration in science and social science (IPAS) learning on the topic of animal life cycles in elementary school. This study aimed to analyze the implementation of the Problem Based Learning (PBL) model, the obstacles faced by teachers, and the teachers’ efforts to overcome these obstacles in the animal life cycle material for fifth-grade students at SD Negeri 17 Pekanbaru. This study employed a qualitative method with a descriptive approach. The research informants consisted of three fifth-grade teachers and six fifth-grade students. Data were collected through observation, interviews, and documentation, while data analysis included data reduction, data presentation, and conclusion drawing, with data validity tested through triangulation techniques. The results showed that the implementation of the Problem Based Learning model had been carried out quite well according to the stages of PBL, starting from problem orientation, student organization, investigation, presentation of results, to analysis and evaluation. The implementation of the PBL model was able to improve students’ activeness, critical thinking skills, collaboration, and understanding of the learning material. However, its implementation still faced several obstacles, including unprepared discussion materials, classroom discipline disturbances, and differences in students’ abilities. To overcome these obstacles, teachers provided guidance and motivation, managed the classroom in a structured manner, formed diverse learning groups, and adjusted the delivery of materials and assignments according to students’ abilities so that learning could run more effectively and meaningfully.]]>
