<![CDATA[This study aimed to determine the effect of the Problem-Based Learning (PBL) model on students’ social skills in Science and Social Studies (IPAS) learning among fifth-grade elementary school students. The study employed an experimental method using a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The sample consisted of 30 fifth-grade students at UPT SD Negeri 066652 Medan Helvetia, selected using saturated sampling. Data were collected through observations and questionnaires. Data analysis involved validity, reliability, and normality tests, Product-Moment correlation analysis, and hypothesis testing using a t-test. The results showed that students’ mean social skills score increased from 66 before treatment to 80.13 after the implementation of the PBL model. The normality test indicated that the data were normally distributed, with Lcount = 0.115 ? Lvalue = 0.161. The correlation analysis yielded rcount = 0.608 > rvalue = 0.361, indicating a strong relationship between the PBL model and students’ social skills. The hypothesis test yielded tcount = 4.052, indicating that H? was accepted and H? was rejected. Therefore, PBL had a positive and significant effect on students’ social skills in IPAS learning.]]>
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