Penerapan Model Problem Based Learning Untuk Meningkatkan Motivasi dan Keaktifan Pada Mata Pelajaran Pendidikan Pancasila

Ayu Susilo Wati, Siti Istiyati, Jenny Indrastoeti Siti Poerwanti

Abstract

Low student motivation and engagement in the Pancasila Education subject pose a challenge to achieving learning objectives. This situation is evidenced by students who lack focus, remain passive during lessons, and tend to rely on peers to concentrate on and comprehend the material explained by the teacher. This study aims to enhance student motivation and engagement through the implementation of the Problem-Based Learning (PBL) model. It is a collaborative Classroom Action Research (CAR) study conducted over two cycles, each comprising the stages of planning, action implementation, observation, and reflection. The subjects of the study were 28 fourth-grade elementary school students. Data collection techniques included observation, questionnaires, interviews, and documentation. Data analysis involved data collection, reduction, presentation, and conclusion drawing. Validity was established through source and technique triangulation. The results indicate that the implementation of the Problem-Based Learning model successfully improved student motivation and engagement. Evidence shows an increase in learning motivation from 44% in the pre-action stage to 57% in Cycle I and 76% in Cycle II. This is further supported by results from other research instruments, showing an increase from 70% in Cycle I to 83% in Cycle II. Additionally, student engagement levels rose from 43% in the pre-action stage to 66% in Cycle I and 83% in Cycle II. Based on these findings, it can be concluded that implementing the Problem-Based Learning model enhances motivation and engagement in the Pancasila Education subject for fourth-grade elementary school students.

Keywords

Problem-based learning; Learning motivation; Active learning participation

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DOI: https://doi.org/10.20961/ddi.v14i6.125701

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