<![CDATA[Abstrak: Rendahnya pemahaman konsep peserta didik kelas IV salah satu sekolah dasar negeri di Kabupaten Subang materi sejarah perumusan Pancasila, khususnya dalam mengklasifikasikan tokoh, lembaga, dan peran, meringkas tahapan peristiwa, serta menjelaskan makna latar belakang perumusan Pancasila. Penelitian ini bertujuan untuk mengetahui efektivitas model Problem Based Learning berbantuan kata tanya terstruktur terhadap pemahaman konsep peserta didik kelas IV sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental dengan tipe one group pretest dan posttest design. Sampel penelitian ini berjumlah 25 peserta didik kelas IV di salah satu sekolah dasar Kabupaten Subang yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui tes tulis yang terdiri atas 10 soal pilihan ganda dan 5 soal uraian. Data dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, paired sample t-test, dan uji N-Gain. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest sebesar 44,36 meningkat menjadi 78,32 pada saat posttest. Hasil paired sample t-test memperoleh nilai signifikan 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara hasil pretest dan posttest. Nilai rata-rata N-Gain sebesar 0,61 berada pada kategori sedang, sedangkan persentase N-Gain sebesar 61,38% menunjukkan peningkatan kategori sedang. Dengan demikian, penerapan Problem Based Learning berbantuan kata tanya terstruktur menunjukkan adanya peningkatan pemahaman konsep sejarah perumusan Pancasila pada kelompok peserta didik yang diteliti. Abstract: The low conceptual understanding among fourth-grade students at a public elementary school in Subang Regency regarding the history of the formulation of Pancasila, particularly in classifying figures, institutions, and roles, summarizing the stages of events, and explaining the significance and background of the formulation of Pancasila. This study aims to determine the effectiveness of a Problem Based Learning model aided by structured questioning on the conceptual understanding of fourth-grade elementary school students. This study employs a quantitative approach with a pre-experimental design, specifically a one-group pretest posttest design. The sample consisted of 25 fourth-grade students at an elementary school in Subang Regency, selected using purposive sampling. Data collection was conducted through a written test consisting of 10 multiple-choice questions and 5 essay questions. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-sample t-test, and the N-Gain test. The results of the study showed that the mean pretest score of 44.36 increased to 78.32 on the posttest. The paired-sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the pretest and posttest results. The average N-Gain score of 0.61 falls into the moderate category, while the N-Gain percentage of 61.38% indicates a moderate improvement. Thus, the implementation of Problem Based Learning aided by structured questioning demonstrated an improvement in the students’ conceptual understanding of the historical formulation of Pancasila among the group of students studied.]]>
