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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Julia Adenti
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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PELAJARAN IPAS TERDIFERENSIASI DI KELAS IV Julia Adenti; Ryan Dwi Puspita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.25388

Abstract

This research investigates how the Problem Based Learning (PBL) model affects student engagement and comprehension in Science and Social Studies (IPAS) for fourth graders at UPTD SD Negeri 47 Gedong Tataan. Employing a two-cycle Classroom Action Research (CAR) design—each involving planning, execution, observation, and reflection—this study included 20 participants during the second semester of the 2024–2025 academic year. A validated set of multiple-choice tests was administered before and after the implementation of PBL. The results demonstrate a significant improvement in students' academic performance and active involvement. The mean score rose from 68.5 to 86.25, while the mastery rate increased from 40% to 95%. In addition to academic gains, students also displayed better teamwork and critical thinking skills. The findings underline the potential of combining PBL with differentiated instruction to build an inclusive and effective classroom environment. Therefore, adopting this integrated model is strongly recommended for primary-level IPAS education.  
INTEGRASI MODEL PBL DENGAN PEMBELAJARAN KONTEKSTUAL PADA MATERI WUJUD ZAT DAN PERUBAHANNYA DI KELAS IV SD Julia Adenti; KMA Fauzi; Andayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36343

Abstract

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model integrated with contextual teaching in improving students’ conceptual understanding of the states of matter and their changes in Grade IV at UPTD SDN 47 Gedong Tataan. This research employed a quasi-experimental method with a One Group Pretest–Posttest design involving 20 students. Data were collected using learning outcome tests and analyzed through the Shapiro–Wilk normality test and paired sample t-test. The results showed that the data were normally distributed (Sig. 0.658 > 0.05) and that there was a significant difference between pretest and posttest scores (Sig. 0.000 < 0.05). The mean score increased from 62.50 to 82.00, with an effect size of 2.20, categorized as very large. Therefore, the integrated PBL and contextual approach is effective in improving science learning outcomes on the topic of states of matter.
Co-Authors Andayani KMA Fauzi Ryan Dwi Puspita