<![CDATA[ABSTRACT Storytelling is an important part of speaking skills that enables students to orally retell the content of a story using their own words. In short story learning, the storytelling skills of fourth-grade students at SD Negeri 075048 Lasara Siwalubanua had not yet reached the expected level, indicating the need for instructional activities that encourage student engagement and confidence in presenting stories. This study aimed to improve students’ storytelling skills through the implementation of the Problem Based Learning (PBL) model in short story learning. The study employed a Classroom Action Research (CAR) method conducted in two cycles, with each cycle consisting of planning, action implementation, observation, and reflection stages. The research subjects were 20 fourth-grade students, consisting of 7 male and 13 female students. Data were collected through observations of student activities, observations of researcher activities, storytelling performance tests, field notes, and documentation. The results showed that researcher activity increased from 47% and 65% in Cycle I to 71% and 94% in Cycle II, while student activity increased from 48% and 64% to 77% and 93%, respectively. The mean storytelling score increased from 67.23 in Cycle I to 87 in Cycle II. Therefore, the implementation of the Problem Based Learning model improved students’ storytelling skills in short story learning. ABSTRAK Keterampilan bercerita merupakan bagian penting dari keterampilan berbicara yang memungkinkan siswa menyampaikan kembali isi cerita secara lisan dengan menggunakan bahasa sendiri. Pada pembelajaran cerita pendek, keterampilan bercerita siswa kelas IV SD Negeri 075048 Lasara Siwalubanua masih belum mencapai tingkat yang diharapkan, sehingga diperlukan tindakan pembelajaran yang mendorong keterlibatan dan keberanian siswa dalam menyampaikan cerita. Penelitian ini bertujuan meningkatkan keterampilan bercerita siswa melalui penerapan model Problem Based Learning (PBL) pada materi cerita pendek. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan setiap siklus mencakup perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 20 siswa kelas IV, yaitu 7 siswa laki-laki dan 13 siswa perempuan. Data dikumpulkan melalui observasi aktivitas siswa, observasi aktivitas peneliti, tes praktik bercerita, catatan lapangan, dan dokumentasi. Hasil penelitian menunjukkan bahwa aktivitas peneliti meningkat dari 47% dan 65% pada siklus I menjadi 71% dan 94% pada siklus II, sedangkan aktivitas siswa meningkat dari 48% dan 64% menjadi 77% dan 93%. Nilai rata-rata keterampilan bercerita meningkat dari 67,23 pada siklus I menjadi 87 pada siklus II. Dengan demikian, penerapan Problem Based Learning dapat meningkatkan keterampilan bercerita siswa pada materi cerita pendek.]]>
