<![CDATA[This study aims to describe the implementation of the Problem Based Learning (PBL) model in the topic of cultural diversity and the problem-solving skills of fourth-grade elementary school students. The research background stems from social studies learning that is still dominated by lecture methods, limited engaging media, and low student participation. This study employed a descriptive qualitative approach with fourth-grade students as the subjects. Data were collected through observation, tests, and interviews, and analyzed using data reduction, data display, and conclusion drawing. The results show that PBL was implemented according to its syntax, starting from problem orientation, group organization, guided investigation, presentation of results, to analysis and evaluation. Visual media helped students understand problems, heterogeneous grouping encouraged interaction, and the teacher’s role as a facilitator supported the investigation process. Students’ problem-solving skills varied: those in the very good category could identify problems, analyze cause-effect relationships, and formulate relevant solutions independently; those in the good category required group input; and those in the low category needed direct guidance. Overall, PBL encouraged more participatory, interactive, and contextual learning compared to conventional methods, while fostering critical thinking, collaboration, and problem-solving skills in learning about cultural diversity.]]>
