<![CDATA[Social studies instruction in junior high schools is frequently dominated by conventional lecturing methods, resulting in low cognitive engagement and passive student involvement. This pedagogical gap necessitates the implementation of innovative learning models capable of contextualizing academic content with real-world societal phenomena. This study aims to describe the implementation of the Problem-Based Learning (PBL) model in eighth-grade social studies instruction at SMP Negeri 4 Samarinda and identify the operational obstacles encountered by both teachers and students. A qualitative descriptive approach was utilized with informants selected via purposive sampling, consisting of one certified social studies teacher and five students representing diverse academic performance levels. Data collection was carried out through passive participant observation, in-depth semi-structured interviews, and documentary review of teaching modules from August to October 2025. Data analysis followed the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing, validated through source and methodological triangulation. The results reveal that PBL implementation proceeded through differentiated module planning, systematic execution of five PBL syntax phases supported by contextual audio-visual media on Indonesian geographical conditions, and authentic rubric-based assessment evaluating collaborative processes and final presentations. Key operational obstacles included restricted instructional time allocations, unstable school internet connectivity, unequal role distribution within group discussions, and limited classroom audio speaker facilities. ABSTRAK Praktik pembelajaran Ilmu Pengetahuan Sosial (IPS) di sekolah menengah pertama masih kerap didominasi oleh metode ceramah konvensional yang mengakibatkan rendahnya keterlibatan kognitif dan keaktifan kritis peserta didik. Kondisi kesenjangan pedagogis tersebut menuntut adanya implementasi model pembelajaran inovatif yang mampu mengontekstualisasikan materi pelajaran dengan fenomena riil kemasyarakatan. Penelitian ini bertujuan untuk mendeskripsikan implementasi model Problem-Based Learning (PBL) dalam pembelajaran IPS kelas VIII-1 di SMP Negeri 4 Samarinda serta mengidentifikasi berbagai kendala operasional yang dihadapi guru dan peserta didik selama proses pembelajaran berlangsung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif melalui pemilihan informan secara purposive sampling, yang melibatkan satu orang guru mata pelajaran IPS dan lima orang peserta didik berkemampuan variatif. Pengumpulan data dilakukan melalui observasi partisipatif pasif, wawancara mendalam semi-terstruktur, dan telaah dokumen modul ajar selama kurun waktu Agustus hingga Oktober 2025. Analisis data menerapkan model interaktif Miles dan Huberman yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan yang diuji keabsahannya melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi model PBL terlaksana melalui tahapan perencanaan modul ajar berdiferensiasi, pelaksanaan lima fase sintaks PBL terstruktur berbantuan media audio-visual kontekstual kondisi geografis Indonesia, serta evaluasi autentik berbasis rubrik proses dan kinerja. Kendala mendasar yang teridentifikasi mencakup keterbatasan alokasi jam pelajaran, ketidakstabilan jaringan internet sekolah, ketimpangan kontribusi peran dalam diskusi kelompok, serta keterbatasan perangkat pengeras suara ruang kelas. ]]>
