<![CDATA[The low level of students' conceptual understanding regarding "Forces Around Us" in the IPAS subject serves as the primary driver for this study. This issue stems from the dominance of conventional, teacher-centered approaches, which inadvertently restrict active student engagement. Addressing this challenge, this study aims to escalate the conceptual understanding of fourth-grade students at SDN Sorogol through the implementation of the Problem-Based Learning (PBL) model. A Classroom Action Research (CAR) utilizing the Kemmis & McTaggart cyclical design was applied as the research methodology, encompassing planning, action, observation, and reflection phases in each cycle. A total of 27 fourth-grade students at SDN Sorogol during the 2025/2026 academic year were involved as research subjects. Quantitative data regarding conceptual understanding were extracted via formative tests at the end of each cycle, while qualitative data concerning classroom activity dynamics were gathered through observation sheets. The empirical results confirmed a significant positive trend; in the pre-cycle stage, classical mastery only touched 18.5% (5 students) with a mean score of 60. Following the PBL model intervention in Cycle I, the mastery rate jumped to 59.2% (16 students) with a mean of 71. Optimal success was achieved in Cycle II, where classical mastery was accelerated to reach 88.8% (24 students) with a class mean score of 82. Based on these findings, it can be concluded that the integration of the Problem-Based Learning model effectively strengthens elementary school students' conceptual understanding of force materials.]]>
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