<![CDATA[This study was motivated by the suboptimal problem-solving skills and independence of Group B children at TK Harapan Bangsa Banjarmasin. These issues were evident as many children struggled to understand simple problems, were unable to determine solutions independently, and frequently relied on teacher assistance when completing tasks. One strategy employed to address this situation was the implementation of the Problem-Based Learning (PBL) model, supported by illustrated story puzzle media. The study aimed to describe teacher activities, child activities, and the development of the children's problem-solving skills and independence following the model's implementation. A Classroom Action Research (CAR) method was used, employing a qualitative approach supplemented by descriptive quantitative analysis, conducted over two cycles. The research subjects consisted of 12 children from the Group B2 class (4 boys and 8 girls). Data were collected through observation, interviews, and documentation. The results showed that teacher activities reached the "Very Good" category and child activities fell into the "Very Active" category, while problem-solving skills and independence developed to the "Developing as Expected" (BSH) level. Based on these findings, it can be concluded that the implementation of the Problem-Based Learning model, supported by illustrated story puzzle media, is effective in developing the problem-solving skills and independence of Group B children at TK Harapan Bangsa Banjarmasin.]]>
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