<![CDATA[This study aims to describe the implementation of the Problem-Based Learning (PBL) model with individual accountability and explore changes in students’ learning interest during punctuation learning. This qualitative case study was conducted at SD Negeri Tanjungrejo 4, involving third-grade students as participants. Data were collected through participant observation, learning interest questionnaires, cognitive tests, and documentation. The data were analyzed using descriptive qualitative techniques. The results showed that the implementation of PBL in the first meeting was hampered by group dominance and student passivity. However, by modifying the strategy in the second meeting through specific individual tasks within groups, students’ learning interest increased. The qualitative findings were supported by descriptive quantitative data, showing that the average learning interest score increased from 73.33% to 80.28%. This increase in learning interest was accompanied by improved cognitive learning outcomes, as evidenced by a 25-percentage-point increase in classical learning mastery, reaching 87.5% in the second meeting. The study concluded that emphasizing individual accountability within the PBL model was associated with increased learning interest, greater student participation, and a more meaningful collaborative learning experience for elementary school students.]]>
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