<![CDATA[This study addressed the low level of student engagement in Science and Social Studies (IPAS) learning on the Natural Landscape topic among third-grade students at SDN Karangdukuh, Klaten. Preliminary observation showed that learning was still teacher-centered, resulting in a pre-cycle engagement average of only 45.19%, with agentic engagement particularly weak at 38.46%. This classroom action research applied the Kemmis and McTaggart model across two cycles to examine the implementation of the Problem Based Learning (PBL) model and its effect on students' behavioral, emotional, and agentic engagement. The subjects were 13 third-grade students. Data were collected through observation sheets with 10 indicators, a 27-item Likert-scale questionnaire, field notes, and documentation, then analyzed quantitatively through percentage scoring and qualitatively through data reduction, display, and conclusion drawing. Results showed a consistent increase in engagement across cycles: from 45.19% (pre-cycle) to 61.06% (Cycle I) and 81.16% (Cycle II) based on observation, and from 71.79% to 83.69% based on the questionnaire, both exceeding the 75% success indicator with a very high category. The most notable improvement occurred in agentic engagement, which rose sharply after explicit role assignment was introduced in group activities during Cycle II. These findings indicate that PBL, when refined through structured group roles and more interactive learning media, effectively enhances all three dimensions of student engagement in elementary science and social studies learning. Keywords: Problem Based Learning, student engagement, Science and Social Studies (IPAS), classroom action research AbstrakPenelitian ini bertujuan mengatasi rendahnya keterlibatan belajar (student engagement) murid kelas III SD Negeri Karangdukuh, Klaten, pada pembelajaran IPAS materi Bentang Alam. Observasi awal menunjukkan pembelajaran masih berpusat pada guru, dengan rata-rata keterlibatan belajar pra siklus hanya 45,19%, terutama rendah pada aspek keterlibatan agentik (38,46%). Penelitian tindakan kelas ini menggunakan model Kemmis dan McTaggart dalam dua siklus untuk mengkaji penerapan model Problem Based Learning (PBL) serta pengaruhnya terhadap keterlibatan belajar murid pada aspek perilaku, emosional, dan agentik. Subjek penelitian berjumlah 13 murid kelas III. Data dikumpulkan melalui lembar observasi berisi 10 indikator, angket berskala Likert sebanyak 27 butir, catatan lapangan, dan dokumentasi, kemudian dianalisis secara kuantitatif melalui persentase dan secara kualitatif melalui reduksi, penyajian, dan penarikan kesimpulan data. Hasil penelitian menunjukkan peningkatan keterlibatan belajar yang konsisten pada setiap siklus: dari 45,19% (pra siklus) menjadi 61,06% (Siklus I) dan 81,16% (Siklus II) berdasarkan observasi, serta dari 71,79% menjadi 83,69% berdasarkan angket, keduanya telah melampaui indikator keberhasilan sebesar 75% dengan kategori sangat tinggi. Peningkatan paling signifikan terjadi pada keterlibatan agentik, yang melonjak setelah diterapkannya pembagian peran eksplisit dalam kegiatan kelompok pada Siklus II. Temuan ini menunjukkan bahwa PBL, ketika disempurnakan melalui struktur peran kelompok dan media pembelajaran yang lebih interaktif, efektif meningkatkan ketiga dimensi keterlibatan belajar murid pada pembelajaran IPAS di sekolah dasar.]]>
