<![CDATA[This study aimed to examine the implementation of the Problem-Based Learning (PBL) model in Grade V at SDN Susukan 06 Pagi as an effort to improve students’ learning outcomes in Science and Social Studies (IPAS), particularly on environmental issues. The study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects were 30 fifth-grade students. Data were collected through tests, documentation, and direct observations and analyzed using descriptive quantitative and qualitative techniques. The findings showed that the implementation of PBL improved students’ learning outcomes. The class mean score increased from 81.03 in the pre-cycle to 87.17 in Cycle I and 90.50 in Cycle II. In addition, the percentage of students achieving learning mastery increased from 63.33% to 83.33%, indicating that the predetermined success criterion had been achieved. These findings demonstrate that the PBL model can effectively improve students’ learning outcomes in IPAS by engaging them in problem-oriented learning activities related to environmental issues. Therefore, the implementation of PBL can serve as an effective instructional approach for enhancing IPAS learning outcomes among elementary school students]]>
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