Analisis Model Prolem Based Leaning (PBL) Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Pada Materi Pecahan

Munfa'atun, Siti Annisa (2026) Analisis Model Prolem Based Leaning (PBL) Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Pada Materi Pecahan. Sarjana (S1) thesis, Universitas Muhammadiyah Indonesia.

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Abstract

This research is motivated by the low mathematical competence of elementary school students due to the dominance of traditional, one-way teaching approaches that trigger boredom and hinder the understanding of abstract fraction concepts. The purpose of this study is to describe the implementation of the Problem-Based Learning (PBL) model in optimizing the mathematics learning outcomes of fourth-grade elementary school students in fraction materials. The research method used is descriptive qualitative by analyzing 9 relevant journals obtained through the Google Scholar database based on predetermined inclusion criteria. The research was conducted at three elementary schools in Bekasi Regency, namely SDN Mekar Wangi 02, SDN Gandasari 01, and SDN Gandasari 02 in the second semester of the 2025/2026 academic year. Data collection techniques employed semi-structured interviews, observations, and documentation studies. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing. The results showed that there were differences in the characteristics of the process and the achievement of mathematics learning outcomes among the research locations. The implementation of the PBL model for fraction materials at SDN Mekar Wangi 02 and SDN Gandasari 01 proved to be effective. Abstract fraction concepts became easier to understand through the resolution of real-life daily problems. Through group discussions and the utilization of concrete media, students became more active, creative, and motivated, thereby producing reasonably good learning outcomes. Conversely, the learning process at SDN Gandasari 02 was still dominated by traditional, one-way lecture methods because the teacher had never implemented the PBL model. This limited teaching variation caused the pace of understanding material concepts to be slow and less focused. Nonetheless, through periodic repetition of material explanations and the routine assignment of homework, students' learning outcomes at SDN Gandasari 02 still experienced a positive increase.

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