<![CDATA[This study aims to examine the learning process involved in the analysis of political and economic policies during the Reform Era using the Problem-Based Learning (PBL) model; to investigate students’ responses to learning about the analysis of political and economic policies during the Reform Era using the PBL model; and to improve students’ learning outcomes. This is a classroom action research study. The research subjects were 31 students in Class XII IPS 3 at State Senior Secondary School No. 9, Denpasar. The data collection techniques used included observation, learning outcome tests and documentation. In this study, the data analysis technique employed was quantitative descriptive analysis. The results of this study indicate that the learning process using the Problem-Based Learning (PBL) model proceeded smoothly and in accordance with the plan. Furthermore, the use of the PBL model can enhance students’ ability to analyse political and economic policies. In addition, the research results indicate an improvement in students’ abilities from the pre-cycle to Cycle I and Cycle II; specifically, the average score in the pre-cycle was 64.51, in Cycle I it was 73.42, and in Cycle II it was 82.16, representing an increase of 8.74. In this regard, the use of the Problem-Based Learning (PBL) model in teaching the analysis of political and economic policies during the reform era has been able to foster a positive response from the students. This can be seen from the students’ average scores: in the pre-cycle, the average score was 64.51 with a classical mastery rate of 38.71 per cent; in Cycle I, the average score was 73.54 with a classical mastery rate of 41.93 per cent; and in Cycle II, the average score was 87.32 with a classical mastery rate of 100 per cent.]]>
