<![CDATA[ABSTRAK Dalam penelitian ini menggunakan metode penelitian tindakan kelas (PTK). Dimana penelitian ini bertujuan untuk meningkatkan aktivitas belajar siswa melalui penerapan model pembelajaran Problem Based Learning (PBL). Instrumen yang digunakan berupa lembar observasi aktivitas siswa, hasil wawancara, lembar soal tes akhir siklus, catatan lapangan dan dokumentasi. Berdasarkan analisis dan pengamatan hasil dari penelitian tersebut diperoleh informasi bahwa penerapan model pembelajaran Problem Based Learning (PBL) dapat meningkatkan aktivitas dan hasil belajar siswa, dapat terlihat pada siklus I rata-rata persentase aktivitas belajar sebesar 55,2% dan rata- rata hasil belajar siswa sebesar 64,69. Sedangkan pada siklus II rata-rata persentase aktivitas sebsesar 82% dan rata-rata hasil belajar siswa sebesar 76,64. Pada siklus I masih ada siswa yang mendapat nilai dibawah KKM yaitu 67, namun pada siklus II nilai terendahnya adalah 70 dan sudah tidak ada lagi siswa yang mendapat nilai dibawah KKM. Dengan demikian dapat disimpulkan bahwa semakin besar rata-rata aktivitas belajar siswa, semakin besar pula rata-rata nilai tes hasil belajar siswa, dan sebaliknya. Kata kunci : Model Pembelajaran Problem Based Learning (PBL), Proses aktivitas, Pembelajaran, Hasil belajar, IPS TERPADU (Ekonomi) APPLICATION OF THE PROBLEM BASED LEARNING (PBL) LEARNING MODEL TO IMPROVE STUDENT LEARNING ACTIVITIES ABSTRACT In this research, the classroom action research (PTK) method was used. Where this research aims to increase student learning activities through the application of the Problem Based Learning (PBL) learning model. The instruments used are student activity observation sheets, interview results, end-of-cycle test question sheets, field notes and documentation. Based on the analysis and observations of the results of this research, information was obtained that the application of the Problem Based Learning (PBL) learning model can increase student activity and learning outcomes. It can be seen that in cycle I the average percentage of learning activities was 55.2% and the average learning outcomes students amounted to 64.69. Meanwhile, in cycle II the average percentage of activity was 82% and the average student learning outcome was 76.64. In cycle I there were still students who got a score below the KKM, namely 67, but in cycle II the lowest score was 70 and there were no longer any students who got a score below the KKM. Thus, it can be concluded that the greater the average student learning activity, the greater the average student learning outcome test score, and vice versa. Keywords: Problem Based Learning (PBL) Learning Model, Activity Process, Learning, Learning Outcomes, INTEGRATED Social Sciences (Economics)]]>
