The Influence of PBL On Student Learning Outcomes in Social Science Subjects at Grade IV

Abstract

The success of achieving learning outcomes according to the value of completeness in the teaching and learning process indicates that students can absorb the knowledge they have gained well. To find out that student learning outcomes are achieved optimally, it is necessary to have a learning model that can be associated with the curriculum, teachers, students, and teaching materials in the learning system that makes learning outcomes can be achieved optimally. To improve the learning outcomes of grade IV students in the Independent Curriculum Science lessons, teachers must be able to use a learning model that supports or develops 4C skills in 21st-century learning. The 4C skills in the 21st century for these students relate to the independent curriculum because the independent curriculum will adjust to 21st-century learning, and the model that can develop these 4C skills is one using the Problem-Based Learning (PBL) learning model. This study aims to determine the results of the influence of the Problem-Based Learning (PBL) model on student learning outcomes in social science subjects at grade IV of SDN PARI 2. This type of research method uses a quantitative approach, with a Pre-Experimental design in the form of One Group Pretest-Posttest; this design form has one group. This study significantly influences student learning outcomes before and after being given treatment. This is shown based on the data from the paired sample t-test results on the data of the pretest and post-test results; it can be seen that the average score (mean) of 58,750 was obtained. The standard deviation is 13,229, and Sig. (2-tailed) is 0.000, then Ho is rejected, and Ha is accepted.