<![CDATA[This research was initiated due to low student engagement, lack of learning motivation, and underdeveloped collaboration skills in Natural and Social Sciences (IPAS) at grade V of SDN Seberang Mesjid 1 Banjarmasin. Utilizing the Problem-Based Learning (PBL) model, this study aimed to describe teacher performance and evaluate improvements in student activity, collaboration skills, and learning outcomes. A collaborative Classroom Action Research (CAR) approach was implemented across three sessions, involving 26 fifth-grade students. Data were collected using class activity instruments, collaboration skill rubrics, and written tests comprising formative and summative assessments. During the intervention, all observed indicators showed progressive increases. Both teacher and student activities advanced to the highly active category, while students' collaboration skills also demonstrated positive growth. Furthermore, a drastic increase was observed in cognitive learning outcomes, evidenced by the classical mastery rate in the summative evaluation, which rose from an initial 46% to 73% in the second session, and reached 96% in the third session. In conclusion, the maximum implementation of the PBL model proven to effectively enhance collaboration skills and IPAS learning outcomes for elementary school students.]]>
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