Implementing experiential learning-based problem-based learning to improve fifth-grade IPAS learning outcomes on sound sources

Yulia Fitri Astutik (Department of Teacher Professional Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia)
Belinda Dewi Regina (Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia)

JPPG (Jurnal Pendidikan Profesi Guru)
Vol. 6 No. 3 (2025): Desember

This classroom action research examined whether experiential learning-based problem-based learning (PBL) improves fifth-grade students’ IPAS learning outcomes on the topic of sound sources at SDN Ngaglik 01, Batu City, Indonesia. Twenty-six students participated in two action cycles (planning, action, observation, reflection), each consisting of two meetings. Achievement was measured using end-of-cycle tests, and observations informed reflection and revision. Learning outcomes improved from Cycle 1 to Cycle 2: the class mean rose from 72 to 83, mastery increased from 38.5% (10/26) to 88.5% (23/26), the highest score improved from 88 to 100, and the lowest score increased from 68 to 77. Overall, embedding authentic hands-on experiences in PBL helped students engage with problems, construct concepts, and demonstrate better understanding in IPAS lessons in a supportive collaborative setting.