Problem Based Learning for Improving Science Learning Outcomes Among Fifth-Grade Elementary Students

Gita Permata Ilahi; Agus Hendra; Eliva Sukma Cipta

Authors

Gita Permata Ilahi TK Islam Cendikia
Agus Hendra Universitas Islam Nusantara
Eliva Sukma Cipta Universitas Islam Nusantara

Keywords:

Problem-Based Learning, Science Learning Outcomes, Primary Science Education, Elementary Education, Classroom Action Research

Abstract

Improving science learning outcomes remains a significant challenge in primary education, particularly because classroom instruction is often dominated by teacher-centered approaches that provide limited opportunities for students to actively construct knowledge and solve authentic problems. This study aimed to improve fifth-grade students’ science learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of three iterative cycles of planning, action, observation, and reflection. The research was conducted at MI Nurul Huda Bandung, Indonesia, involving 24 fifth-grade students. Data were collected through classroom observations, achievement tests, and documentation and were analyzed using descriptive qualitative and quantitative approaches. The findings demonstrated consistent improvements in both the learning process and students’ science learning outcomes across the intervention cycles. Teacher activity increased from 70% in Cycle I to 90% in Cycle III, while student learning activity improved from 65% to 85%. The mean science achievement score increased from 70.25 in Cycle I to 72.50 in Cycle II and reached 82.26 in Cycle III. Likewise, the percentage of students achieving the Minimum Mastery Criterion improved from 70.83% to 87.50%. These findings indicate that Problem-Based Learning effectively enhances students’ engagement and science learning outcomes by promoting collaborative inquiry and authentic problem-solving. This study contributes to the growing body of evidence supporting Problem-Based Learning as an effective student-centered instructional approach for primary science education, particularly in Islamic primary school contexts, while providing practical guidance for teachers seeking to improve science learning through inquiry-oriented classroom practices.

References

[1] Organisation for Economic Co-operation and Development, PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris, France: OECD Publishing, 2023.

[2] UNESCO, Global Education Monitoring Report 2023: Technology in Education—A Tool on Whose Terms? Paris, France: UNESCO, 2023.

[3] H. G. Schmidt, S. M. M. Loyens, T. van Gog, and F. Paas, “Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006),” Educational Psychologist, vol. 42, no. 2, pp. 91–97, 2007.

[4] D. Boud and G. Feletti, The Challenge of Problem-Based Learning, 2nd ed. London, UK: Routledge, 2013.

[5] J. R. Savery, “Overview of Problem-Based Learning: Definitions and Distinctions,” Interdisciplinary Journal of Problem-Based Learning, vol. 1, no. 1, pp. 9–20, 2006.

[6] C. E. Hmelo-Silver, “Problem-Based Learning: What and How Do Students Learn?,” Educational Psychology Review, vol. 16, no. 3, pp. 235–266, 2004.

[7] National Research Council, A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC, USA: National Academies Press, 2012.

[8] John Hattie, Visible Learning: The Sequel. London, UK: Routledge, 2023.

[9] John W. Creswell and J. David Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. Thousand Oaks, CA, USA: Sage, 2018.

[10] S. Kemmis, R. McTaggart, and R. Nixon, The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer, 2014.

[11] G. E. Mills, Action Research: A Guide for the Teacher Researcher, 6th ed. Boston, MA, USA: Pearson, 2018.

[12] L. Cohen, L. Manion, and K. Morrison, Research Methods in Education, 8th ed. London, UK: Routledge, 2018.

[13] D. Ary, L. C. Jacobs, C. Sorensen, and D. Walker, Introduction to Research in Education, 10th ed. Boston, MA, USA: Cengage Learning, 2019.

[14] Jerome Bruner, The Process of Education. Cambridge, MA, USA: Harvard University Press, 1960.

[15] C. T. Fosnot, Constructivism: Theory, Perspectives, and Practice, 2nd ed. New York, NY, USA: Teachers College Press, 2005.

[16] D. H. Jonassen, Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments. New York, NY, USA: Routledge, 2011.

[17] J. Hattie, Visible Learning: The Sequel. London, UK: Routledge, 2023.

[18] H. G. Schmidt, S. M. M. Loyens, T. van Gog, and F. Paas, “Problem-Based Learning Is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006),” Educational Psychologist, vol. 42, no. 2, pp. 91–97, 2007.

[19] C. E. Hmelo-Silver, “Problem-Based Learning: What and How Do Students Learn?,” Educational Psychology Review, vol. 16, no. 3, pp. 235–266, 2004.

[20] Y. Huang, H. Tlili, J. Yang, and R. Wang, “Educational Problem-Based Learning in the Era of Artificial Intelligence: A Systematic Review,” Education and Information Technologies, vol. 29, no. 4, pp. 4701–4728, 2024.