<![CDATA[This study aims to improve the understanding of the topic of "growth in living organisms" among students with learning difficulties through the implementation of visual media based on Problem-Based Learning (PBL) in an eighth-grade class at SMP Negeri 2 Sangatta Utara. Consequently, a learning strategy that could accommodate the needs of students with learning difficulties in an inclusive education setting was required. The research employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages, with two meetings per cycle. The research subjects were five eighth-grade students with learning difficulties at SMP Negeri 2 Sangatta Utara. Data collection techniques included learning outcome tests, observations of student and teacher activities, and documentation. Data analysis was conducted quantitatively and qualitatively to assess improvements in student understanding during the implementation of the actions. The results indicate that instruction quality improved in each cycle. Implementing visual media based on Problem-Based Learning successfully enhanced students' understanding of the material on the growth of living organisms. The students' average score rose from 42.6 in the pre-cycle stage to 72.0 in Cycle I and further to 82.4 in Cycle II. The percentage of learning mastery increased from 20% in the pre-cycle stage to 60% in Cycle I, reaching 100% in Cycle II. Student activity levels rose from 70.5% in Cycle I to 89.5% in Cycle II. The findings show that using visual media with Problem-Based Learning and inclusive education principles effectively improves conceptual understanding, learning participation, and student engagement in the learning process.]]>
