TINJAUAN EPISTEMOLOGI TERHADAP MODEL PROBLEM BASED LEARNING GUNA MEWUJUDKAN DEEP LEARNING PADA SISWA SEKOLAH DASAR

Nurul Fauziah (Program Studi Magister Teknologi Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya)
Rahmi Susanti (Program Studi Magister Teknologi Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya)
Umi Chotimah (Program Studi Magister Teknologi Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya)
Yosef (Program Studi Magister Teknologi Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya)

Tarbiyatul Ilmu (Jurnal Kajian Pendidikan)
Vol. 3 No. 2 (2025): TARBIYATUL ILMU: Jurnal Kajian Pendidikan

Education in elementary schools today no longer focuses solely on memorization but needs to lead to a deeper understanding of concepts. This aligns with the spirit of the Independent Curriculum, which emphasizes meaningful learning for students. This study examines the validity of Problem-Based Learning (PBL) as a key strategy in elementary schools, critically analyzing it through a constructivist epistemology lens. Using a literature review method, this research examines the suitability of the PBL structure to students' cognitive development. The results indicate that Problem-Based Learning (PBL) aligns with the thinking styles of elementary school students at the concrete operational stage, as learning begins with real-life problems relevant to their lives (Piaget), while group interactions stimulate the construction of social knowledge (Vygotsky). Furthermore, this study highlights the urgency of integrating Flipped Learning as a technological scaffold to effectively utilize face-to-face time for higher-order thinking activities. It can be concluded that PBL can be an appropriate approach to help students achieve deeper understanding in learning.