Model Problem Based Learning Menggunakan Pendekatan Pembelajaran Mendalam Terhadap Kemandirian Belajar Peserta Didik

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model using a deep learning approach on the learning independence of fifth-grade students in the Natural and Social Sciences (IPAS) subject at SD Negeri Gugus Singosari, Kartasura District. The background of this study highlights the importance of learning independence as a 21st-century competency that supports students’ ability to manage their learning process actively and responsibly. Initial observations indicated that students’ learning independence was still relatively low, as reflected by low initiative, lack of discipline, and high dependence on teacher instructions. This study employed a quasi-experimental method using a Nonequivalent Control Group Design involving two classes: an experimental group that received learning through the PBL model with a deep learning approach and a control group that received conventional learning. Data were collected through a Situational Judgment Test (SJT) based on six indicators of learning independence and analyzed using an independent samples t-test and SmartPLS 4 modeling. The results showed a significant improvement in the learning independence of the experimental group, with an average posttest score of 63.08, which was higher than the control group score of 49.47. The hypothesis testing results showed a significance value of 0.001 (<0.05), while SmartPLS analysis produced an R² value of 0.809, with the organizing students and presenting work results stages being the most dominant stages in promoting learning independence. These findings indicate that the PBL model using a deep learning approach is effective in improving students’ learning independence and can be used as an innovative learning alternative in elementary schools.