Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Prima Magistra: Jurnal Ilmiah Kependidikan
Made Sri Astika Dewi
Universitas Triatma Mulya, Jembrana, Indonesia
Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
THE EFFECT OF THE PROBLEM BASED LEARNING MODEL ON SCIENCE PROBLEM SOLVING ABILITY AND SELF REGULATED LEARNING Nyoman Ayu Putri Lestari; Made Sri Astika Dewi; Ni Putu Eni Astuti; Putu Gede Asnawa Dikta; Ni Putu Juni Artini; Made Padmarani Sudewiputri; Julhidayat Muhsam
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 2 (2025): Volume 6 Number 2 (April 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i2.5564

Abstract

The demands of 21st century education emphasize the importance of higher-order thinking skills (HOTS). One approach considered effective in supporting the achievement of these goals is the implementation of the Problem Based Learning (PBL) model. This study aims to evaluate the effectiveness of the PBL model in enhancing problem solving skills in science subjects and self regulated learning among elementary school students. The research employed a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of two classes, each serving as either the experimental or the control group. Data were collected using instruments in the form of a test to assess science problem solving ability and a questionnaire to measure self-regulation learning. The analysis using MANOVA revealed a significant effect of PBL implementation on the simultaneous improvement of both variables, with a significance level of 0.001, which is less than 0.05. These results indicate that PBL is capable of creating an active, reflective, and collaborative learning environment. The conclusion of this study affirms that PBL is an effective alternative instructional strategy for supporting students' holistic competency development. Therefore, it is recommended that this model be implemented more broadly in thematic learning at the elementary school level and further explored for development across different educational levels and contexts.
THE EFFECT OF PROBLEM-BASED LEARNING ON MATHEMATICS LEARNING OUTCOMES CONTROLLING FOR STUDENTS’ NUMERICAL ABILITY Made Sri Astika Dewi; I Komang Sesara Ariyana; Putu Gede Asnawa Dikta; Made Padmarani Sudewi Putri
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6623

Abstract

Difficulties in understanding mathematical concepts remain a major problem among elementary school students, particularly when learning is dominated by conventional teaching methods that limit critical thinking and problem-solving skills. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in improving fifth-grade students’ mathematics achievement while controlling for numerical ability as a covariate. A quasi-experimental design with a single-factor independent groups design using covariates was employed. The participants consisted of 74 fifth-grade students from Gugus 5 Bima, comprising 37 students from SDN 1 Baluk as the experimental group taught using PBL and 37 students from SDN 2 Banyubiru as the control group taught using conventional methods. Data were collected using validated and reliable tests of numerical ability and mathematics achievement, and analyzed using ANCOVA after meeting the assumptions of normality, homogeneity, and linearity. The results indicate that students taught using the PBL model achieved significantly higher mathematics scores than those taught using conventional methods (F = 47.334, p < 0.05). Furthermore, after controlling for numerical ability, the PBL model remained significantly more effective in improving students’ mathematics achievement compared to conventional instruction (F = 14.135, p < 0.05). In conclusion, the PBL model is effective in enhancing elementary students’ mathematics achievement and can be recommended as an instructional approach to support deeper conceptual understanding and problem-solving skills.
Co-Authors I Komang Sesara Ariyana Julhidayat Muhsam Made Padmarani Sudewi Putri Made Padmarani Sudewiputri Ni Putu Eni Astuti Ni Putu Juni Artini Nyoman Ayu Putri Lestari Putu Gede Asnawa Dikta Putu Gede Asnawa Dikta