<![CDATA[This study aims to analyze the implementation of the Problem Based Learning (PBL) model assisted by flashcard media in Class IV Natural and Social Sciences (IPAS) subjects, as well as to identify supporting and inhibiting factors for students who have not yet understood the learning material. This study utilized a qualitative descriptive approach. The research subjects included the fourth-grade teacher and 19 fourth-grade students at SDN 3 Nglanji, Boyolali Regency. Data collection techniques employed observation, semi-structured interviews, and documentation methods. Data validity was tested through source triangulation and technique triangulation. Furthermore, the data were analyzed interactively using the Miles and Huberman model, which includes data collection, data reduction, data display, and drawing conclusions. The findings indicate that the implementation of the flashcard-based PBL model on the material "Threatened Environments" (Lingkungan Sedang Terancam) was carried out systematically and exceptionally well in accordance with Arends' five syntax stages. Key supporting factors include strong teacher motivation, interactive group guidance, and adequate school facilities. Meanwhile, as a mandatory subject in Class IV, the achievement of IPAS competencies is deemed not yet evenly optimal. Looking at various inhibiting factors, 35% of students (6 individuals) who have not reached learning mastery were affected by internal aspects, such as low concentration, a tendency to play around during group discussions, and limited reading abilities. The novelty of this study lies in its use of a qualitative descriptive approach to explore in-depth the implementation of the Problem Based Learning model assisted by modified flashcards featuring real visual images on the front side and concise concept summaries on the back side within the Merdeka Curriculum IPAS subject in elementary school. Â Abstrak Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran Problem Based Learning (PBL) berbantuan media flashcard pada mata pelajaran IPAS kelas IV serta mengidentifikasi faktor pendukung dan penghambat bagi peserta didik yang belum memahami materi pembelajaran tersebut. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Subjek penelitian melibatkan guru kelas IV, dan 19 siswa kelas IV di SDN 3 Nglanji, Kabupaten Boyolali. Teknik pengumpulan data menggunakan metode observasi, wawancara semi-terstruktur, serta dokumentasi. Pengujian keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Selanjutnya, data dianalisis secara interaktif menggunakan model Miles dan Huberman yang meliputi tahap pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Temuan menunjukkan bahwa penerapan model PBL berbasis flashcard pada materi "Lingkungan Sedang Terancam" telah terlaksana secara sistematis dan sangat baik sesuai dengan lima tahapan sintaks Arends. Faktor pendukung utama mencakup motivasi guru yang, bimbingan kelompok interaktif, dan ketersediaan fasilitas sekolah yang memadai. Sementara itu, sebagai mata pelajaran wajib di kelas IV, pencapaian kompetensi IPAS dinilai belum optimal secara merata. Dilihat dari berbagai faktor penghambat pada 35% siswa (6 orang) yang belum mencapai ketuntasan belajar bersumber dari aspek internal, seperti rendahnya konsentrasi, kecenderungan bermain saat diskusi kelompok, serta keterbatasan dalam kemampuan membaca. penelitian ini terletak pada penggunaan pendekatan kualitatif deskriptif yang mengeksplorasi secara mendalam implementasi model Problem Based Learning berbantuan media flashcard hasil modifikasi sisi depan berbasis visual gambar nyata dan sisi belakang berisi ringkasan konsep materi pada mata pelajaran IPAS Kurikulum Merdeka di sekolah dasar]]>
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