Penerapan Model PBL Berbasis ESD Untuk Meningkatkan Pemahaman Soal Cerita Matematika Siswa SD - Turnip, Rumondang Florentina; Wijayanti, Wenny (Mimbar PGSD Flobamorata, 2026)
Abstrak:Siswa cenderung mengalami hambatan dalam menafsirkan konteks soal dan mengaitkannya dengan konsep matematika yang tepat, sehingga berdampak pada rendahnya hasil belajar dan pencapaian Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk menerapkan metode Problem Based Learning (PBL) dalam mengatasi kesulitan siswa kelas V SD Santa Maria Surabaya dalam memahami soal cerita matematika serta meningkatkan hasil belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-eksperimen tipe one-group pretest–posttest. Subjek penelitian berjumlah 24 siswa kelas V. Teknik pengumpulan data meliputi tes tertulis (pretest dan posttest), observasi, dan angket. Data dianalisis menggunakan statistik deskriptif dan uji perbedaan hasil belajar sebelum dan sesudah penerapan PBL. Hasil penelitian menunjukkan bahwa penerapan PBL mampu meningkatkan pemahaman siswa terhadap soal cerita matematika. Nilai rata-rata siswa meningkat dari 62,5 pada pretest menjadi 81,3 pada posttest, serta persentase ketuntasan belajar meningkat dari 29% menjadi 75% dengan KKM ≥ 75. Dengan demikian, dapat disimpulkan bahwa metode Problem Based Learning efektif dalam meningkatkan pemahaman soal cerita matematika dan hasil belajar siswa kelas V sekolah dasar. Abstract: Many students experience obstacles in interpreting problem contexts and connecting them with appropriate mathematical concepts, which leads to low learning outcomes and failure to achieve the Minimum Mastery Criterion (MMC). This study aimed to examine the effectiveness of the Problem Based Learning (PBL) method in overcoming fifth-grade students’ difficulties in understanding mathematical word problems and improving their learning outcomes at SD Santa Maria Surabaya. This study employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The research participants consisted of 24 fifth-grade students. Data were collected through written tests (pretest and posttest), classroom observations, and questionnaires. The data were analyzed using descriptive statistics and comparative analysis to identify differences in students’ learning outcomes before and after the implementation of PBL. The results showed that the application of Problem Based Learning significantly improved students’ understanding of mathematical word problems. The average score increased from 62.5 in the pretest to 81.3 in the posttest, while the percentage of students achieving the MMC (≥75) rose from 29% to 75%. These findings indicate that Problem Based Learning is effective in enhancing students’ comprehension of mathematical word problems and improving learning outcomes in elementary mathematics.