ANALISIS PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS III SD NEGERI 23 MEULABOH

Zahara Diyani (Pendidikan Guru Sekolah Dasar Universitas Cipta Mandiri, Aceh Barat)
Cut Nasywa (Pendidikan Guru Sekolah Dasar Universitas Cipta Mandiri, Aceh Barat)
Mariati (Pendidikan Guru Sekolah Dasar Universitas Cipta Mandiri, Aceh Barat)
Dian Kristanti (Pendidikan Guru Sekolah Dasar Universitas Cipta Mandiri, Aceh Barat)
Nurjannah (Pendidikan Guru Sekolah Dasar Universitas Cipta Mandiri, Aceh Barat)
Febry Fahreza (Pendidikan Guru Sekolah Dasar Universitas Cipta Mandiri, Aceh Barat)

Jurnal Ikhtibar Nusantara
Vol 5 No 1 (2026): Jurnal Ikhtibar Nusantara

This study aimed to analyze the implementation of the Problem-Based Learning (PBL) model on the problem-solving abilities of third-grade students at SD Negeri 23 Meulaboh in Pancasila Education. Students' problem-solving abilities were analyzed based on Polya's four stages of problem solving: understanding the problem, devising a plan, carrying out the plan, and looking back (reviewing the solution). This study employed a qualitative approach with a descriptive research design. The research subjects consisted of 18 third-grade students at SD Negeri 23 Meulaboh, comprising 11 female students and 7 male students. Data were collected through written tests, observations, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques.The findings revealed that the implementation of the Problem-Based Learning model helped students develop their problem-solving abilities in Pancasila Education. Most students were able to understand the problem, devise a solution plan, implement the plan, and review the results, although their levels of ability varied. Students in the high-ability category successfully completed all stages of problem solving systematically and independently. Students in the moderate-ability category were able to understand the problem and complete most of the problem-solving stages but still required guidance during the reviewing stage. Meanwhile, students in the low-ability category experienced difficulties in understanding the problem, devising a solution plan, and drawing conclusions. The results of observations and interviews also indicated that the Problem-Based Learning model encouraged students to participate actively in discussions, think critically, collaborate with their peers, and confidently express their opinions when solving problems related to everyday life. Therefore, the implementation of the Problem-Based Learning model had a positive impact on students' problem-solving abilities in Pancasila Education.