Penerapan Model Problem Based Learning Untuk Meningkatkan Keterampilan Sosial Peserta Didik Di Sdn 5 Palangka
DOI:
https://doi.org/10.57235/jpa.v5i1.6747Keywords:
Problem Based Learning, Keterampilan Sosial, Peserta Didik Sekolah DasarAbstract
Penelitian ini bertujuan untuk meningkatkan keterampilan sosial peserta didik kelas IV SDN 5 Palangka melalui penerapan model Problem Based Learning. Penelitian ini dilaksanakan menggunakan penelitian Tindakan Kelas model Kurt Lewin yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tiga pertemuan. Subjek penelitian adalah 19 peserta didik kelas IV SDN 5 Palangka Tahun Ajaran 2024/2025. Data dikumpulkan melalui lembar observasi keterampilan sosial yang memiliki 3 aspek 14 indikator, dinilai oleh dua observer. Teknik analisis data menggunakan Teknik statistik deskriptif. Hasil penelitian menunjukkan pada pra siklus terdapat (15,8%) peserta didik berkategori sangat kurang, (42,1%) kurang, (15,8%) cukup, dan (26,3%) baik. Setelah tindakan siklus I, kategori sangat kurang menjadi (0%), kurang (10,5%), cukup menjadi (63,2%), dan baik (26,3%). Pada siklus II seluruh peserta didik berada pada kategori cukup (31,6%) dan baik (68,4%). Dengan demikian, PBL terbukti efektif meningkatkan keterampilan sosial peserta didik.
This study aims to improve the social skills of fourth-grade students of SDN 5 Palangka through the application of the Problem-Based Learning model. This study was conducted using the Kurt Lewin Classroom Action Research model, which was carried out in two cycles, each consisting of three meetings. The subjects of the study were 19 fourth-grade students of SDN 5 Palangka in the 2024/2025 Academic Year. Data were collected through social skills observation sheets that had 3 aspects of14 indicators, assessed by two observers. The data analysis technique used descriptive statistical techniques. The results of the study showed that in the pre-cycle, there were (15.8%) students in the very poor category, (42.1%) lacking, (15.8%) sufficient, and (26.3%) good. After the cycle I action, the very poor category became (0%), lacking (10.5%), sufficient became (63.2%), and good (26.3%). In cycle II, all students were in the sufficient (31.6%) and good (68.4%) categories. Thus, PBL has proven to be effective in improving students social skills.
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