<![CDATA[ABSTRACT This study was motivated by the low problem-solving skills of fourth-grade students in Social Studies (IPS) learning at SDN 2 Cigantang, where only 28.57% of students achieved the Minimum Completeness Criteria in the pre-test. This study aims to describe the implementation of the Problem Based Learning (PBL) model in improving students' problem-solving skills. The research method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles including planning, implementation, observation, and reflection stages. The research subjects consisted of 35 fourth-grade students at SDN 2 Cigantang. Data collection techniques were conducted through observation, tests, and documentation. The results showed that the implementation of the Problem Based Learning model successfully improved students' problem-solving skills. The learning completeness percentage increased from 28.57% in the pre-cycle to 62.86% in Cycle I and reached 91.43% in Cycle II. Thus, the Problem Based Learning model is proven effective in improving students' problem-solving skills in Social Studies learning. Keywords: Problem Based Learning; problem solving; Social Studies learning ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan problem solving siswa kelas IV pada pembelajaran IPS di SDN 2 Cigantang yang ditunjukkan oleh hanya 28,57% siswa mencapai Kriteria Ketuntasan Minimum pada tes awal. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Problem Based Learning (PBL) dalam meningkatkan kemampuan problem solving siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah 35 siswa kelas IV SDN 2 Cigantang. Teknik pengumpulan data dilakukan melalui observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning mampu meningkatkan kemampuan problem solving siswa. Persentase ketuntasan belajar meningkat dari 28,57% pada pra-siklus menjadi 62,86% pada Siklus I dan mencapai 91,43% pada Siklus II. Dengan demikian, model Problem Based Learning terbukti efektif dalam meningkatkan kemampuan problem solving siswa pada pembelajaran IPS serta dapat dijadikan sebagai alternatif pembelajaran yang aktif dan berpusat pada peserta didik di sekolah dasar. Kata kunci: Problem Based Learning; problem solving; pembelajaran IPS]]>
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