Implementation of Problem-Based Learning Model to Improve Science Learning Outcomes in Grade V Students of Elementary Schools GMIM Pinaras

. Starting from l the problem l s found at GM L IM L Pinaras Elem l entary School regarding low student learning outcom l es caused by the dom l inance of conventional learning processes, researchers conducted research at the school by im l plem l enting an innovative learning m l odel. The aim l of this research is to find out how to apply the Problem l Based Learning M L odel to


INTRODUCTION
Education plays an important role in the progress of a nation's civilization.Quality education is the kind of education that helps students to move forward in the functions of education (Muh & Muhsalim, 2022).One of the important roles is that education creates citizens who are intelligent, ethical, and democratic (Supriyanto et al., 2020).Education is carried out with the aim of developing individuals into moral beings.The educational process must shape the character of students, as well as provide life skills (Sadewo, et al., 2022).Furthermore, in its implementation, education must integrate intellectual and character education.Therefore, we must strive for the integration of intellectual and character education to produce students who are in line with the goals of national education set by the Constitution (Suryana & Muhidin, 2022).
According to Rismawalti (2021), to achieve educational goals, students' direct interaction with the environment in real life is facilitated by teachers as the learning process unfolds.Learning involves various crucial activities essential to daily life and should not be separated from everyday experiences (Novialti, 2022;Saputro, 2023).Teachers must provide quality learning experiences so that the potentials of each student can develop, whether in terms of knowledge, skills, attitudes, abilities, social relationships, and expressions (Purnasari, et al., 2023).This underscores the pivotal role of teachers in the educational process.Environmental Education (IPAL) learning is a body of knowledge with special characteristics that involve experiential and concrete phenomena, providing clarity and quality in its educational process (Gulo, 2022) (Social Bona et al., 2023).Science learning represents a form of education that aligns with naturalistic tendencies and influences life, resulting in individuals with naturalist characteristics who are more adept in the learning process of science learning (Zuleni & Marlifilinda, 2022).
Science learning, particularly in primary schools (SD), is crucial in equipping students with essential skills to navigate their daily lives and the surrounding environment.
Science education involves discovering the natural phenomena of the world around us.It is not merely about imparting accumulated knowledge in the form of facts, theories, or principles but rather about fostering a process of discovery.Science education in primary schools aims to encourage students to enhance their curiosity and understanding of environmental and societal phenomena and their interrelationships, as well as to cultivate problem-solving skills in their daily lives.However, teaching approaches in schools vary.
The advantages of implementing problem-based learning models compared to other teaching models lie in their ability to engage students in developing innovative knowledge, enhancing learning activities, and cultivating conceptual thinking skills.
Another advantage of implementing problem-based learning models is that they improve student motivation by making learning more meaningful, encouraging quicker adaptation to learning materials, and enabling students to actively engage in group activities, fostering student discipline so that students can develop solutions to various problems provided by teachers (Purnasari, 2019;Sulastri et al., 2022).One notable difference between problem-based learning models and other research lies in the analysis results, indicating that problem-based learning models are more effective in influencing the improvement of critical thinking skills in primary school students compared to other teaching models (Suryaningsih & Dewi Koeswant, 2021).
Based on the observations and interviews conducted by researchers during the learning process at V SD GMIM Pinaras in Tomohon City, several issues were identified: (1) teaching is still predominantly teacher-centered, (2) teachers have not fully implemented active and creative teaching methods, often dominating the classroom and using conventional methods, (3) in the teaching process, teachers heavily rely on the teacher's book, neglecting to engage students as active learning resources, and (4) students tend to be noisy and less attentive during teaching sessions.These challenges result in the failure to achieve learning objectives.This is evidenced by the results of the assessments, where some students have not met the Minimum Mastery Criteria (KKM).

Results
The what is in the theme book, 4) students still do not understand the material well and grasp the benefits of the material they are learning as well as its application.This is evident from the evaluation results; therefore, the researcher plans learning activities for the second cycle to observe the learning progress of students in the first cycle.The actions in the first cycle will be reviewed in the following manner: The presentation of the data will be observed from the following aspects: From the table presented, it indicates that the results of Cycle I show that 69% of students have not yet achieved satisfactory completion.This may be attributed to the fact that the concepts provided by the teacher have not been fully grasped by the students, leading to their inability to succeed.Therefore, it is necessary to proceed to Cycle II to address this issue.
Implementation activities for Cycle II will be carried out through the following grade class at GMIM Elementary School.In this phase: (a) Preparatory steps will include the teacher presenting a scenario and assigning a student to lead the discussion.
Subsequently, the teacher will check student attendance, explain learning objectives, and students will proceed with goal setting.The teacher will then monitor student presence, reaffirm learning objectives, and guide students through the steps of the learning process.
(b) The main stages in educational activities are as follows: first, orienting students' learning goals, second, organizing students' learning activities, third, formulating research problems, fourth, facilitating and analyzing the results of discussions, fifth, analyzing and evaluating the learning process outcomes.In the final stage, teachers provide evaluations of students' performance and tasks to be completed independently, concluding the teaching and learning process by summarizing student and teacher experiences to improve the teaching-learning process.At this point, teachers inquire about students' concerns after participating in the learning process, provide guidance on the tasks that have been completed, and evaluate the overall performance.The educational activity concludes with a prayer led by one of the students.
Observation Stage (3): This observation was conducted on fifth-grade students at SD GMIM Pinaras during an IPA (Science) lesson using the Problem-Based Learning (PBL) model.In this case, the researcher observed students' attention during the explanation of the material, during group discussions, and during the evaluation provided by the teacher to assess the extent of students' understanding of the taught material.The observation results indicated that students actively participated in the learning process when the teacher utilized the PBL model.It wasn't just one student answering questions, but all students in each group were given the opportunity to actively engage in discussion activities, both in finding answers and in responding to questions.Reflection: Based on the observations made during the learning activities, the teacher provided the following reflections: 1) The learning process proceeded according to the planned lesson, 2) Students appeared more active in group discussions, 3) Students' problem-solving abilities improved, 4) Students were able to complete all given tasks correctly, 5) There were no disruptions during the discussions; all students were calm and focused on the given topics.
Based on these reflections, the researcher concluded not to proceed to Cycle III as the learning outcomes achieved by the students were optimal.Therefore, it can be said that in Cycle II, the researcher successfully achieved the expected results.The actions taken in Cycle II are summarized as follows: Out of 11 students in class V SD GMIM Pinaras, only 4 have met the KKM, while the remaining 7 have not.Additionally, the results of the midterm and final exams also indicate that most students have not reached the Minimum Mastery Criteria (75).The challenges mentioned earlier indicate the need for alternative methods and teaching models that actively engage students.One such teaching model is problem-based learning (PBL).Problem-based learning constitutes a curriculum model that relates to realworld issues faced by students (Sulistianingrum, 2022).Therefore, it is essential to rethink the learning process to improve student outcomes.One approach to enhancing student outcomes is by implementing problem-based learning models.Utilizing problem-based learning (PBL) models can significantly impact student learning outcomes, especially in subjects like Environmental Science Education (ESE) (Gulo, 2022).Thus, researchers are motivated to conduct action research (PTK) as a solution to improve the teaching-learning process.The proposed action research title could be: "Development of a Problem-Based Learning Model to Enhance Environmental Science Education (ESE) Learning Outcomes for Fifth-Grade Students at SD GMLIML Pinaras."The objective of this research is to determine the general plan of the problem-based learning model in improving the learning outcomes of students in the thematic subjects and their sub-themes, such as temperature and heat, for fifth-grade students at SD GMIM Pinaras during the academic year 2022/2023.2024 | Deting, C.M., Rorimpandey, W.H.F., Ratunguri Y., Implementation of Problem-Based Learning Model to improve Science Learning Outcomes in Grade V Students of Elementary Schools GMIM Pinaras Volume 4, Number 1, March 2024 -Journal of Educational Learning and Innovation (ELIa) | 41 METHOD This research utilizes Classroom Action Research (CAR).Classroom Action Research is a type of research conducted by teachers in their own classrooms to address specific educational issues (Fembriani et al., 2022).The research method proposed by the Ministry of Education and Culture (2006) consists of four main steps: planning, acting, observing, and reflecting.

Figure 1 .
Figure 1.Kemmis and McTaggart's Classroom Action Research Cycle (2006) results of the research on the implementation of the Problem-Based Learning model to assess the learning outcomes of Grade V students at GMIM Pinaralis Elementary School were conducted in two cycles, each cycle consisting of one meeting with a duration of 4 x 35 minutes per session.Cycle I of the action research was conducted on September 18, 2023, and Cycle II was conducted on September 20, 2023.Cycle II was a refinement derived from Cycle I.During Cycle II, the researchers focused on the implementation of Problem-Based Learning in teaching material related to temperature and heat, heat, and its transformation using the Problem-Based Learning model.This model was chosen by the researchers to understand the overall learning outcomes achieved by Grade V students at GMIM Pinaralis Elementary School.The implementation of learning activities in the teaching and learning cycle is carried out in the following stages: (1) Planning Stage, which includes determining the learning objectives, composing lesson plans (RPP), preparing materials, preparing learning activities, assessment instruments, and supporting facilities.(2) Implementation Stage, Implementation involves the entire process of guiding learners through the IPA approach regarding temperature and heat, as well as understanding the concepts through problembased learning (PBL) models in the 5th-grade Science class at GMIM Elementary School.In this stage: (a) Preparatory stage, the first step involves the teacher providing a scenario and assigning one student to lead the discussion, then the teacher checks student attendance, explains learning objectives, and students understand the steps of learning to be taken.(b) Core stage, the steps are as follows: first step: orienting students to the problem, second step: organizing student groups, third step: guiding investigation, fourth step: facilitating and summarizing discussion outcomes, fifth step: analyzing and evaluating the problemsolving process.(c) In the final stage, the teacher provides individual assessment and tasks for students to work on independently.Upon concluding the teaching and learning process, students and teachers gather to summarize the learning outcomes.The teacher may inquire about the students' understanding of the material after participating in the learning session.The teacher provides feedback on the progress made, addressing any areas that may need further attention.Finally, the session ends with a closing discussion led by one of the students.(3) Observation, this observation was conducted on fifth-grade students at SD GMIM Pinaras during a science lesson using the Problem-Based Learning (PBL) model.In this regard, the researcher observed the students' attention while explaining the material, during group discussions, and during the evaluation provided by the teacher to assess the extent of the students' understanding of the material taught.The observation results indicate that students actively engage in the learning process when the teacher utilizes the PBL model.Not only one student answers questions, but all students in each group are given the opportunity to participate actively in the discussion activities, both in seeking answers and in answering questions.(4) Reflection, based on the results of the implementation of the first cycle of action from observations by both observers and practitioners themselves, data obtained include: 1) in the first meeting, students were still somewhat rigid with the applied learning process, so their response to giving opinions openly was not yet apparent, 2) the classroom atmosphere during discussions was still chaotic, 3) students have not yet developed critical thinking skills because their thinking abilities are not well honed, thus the learning process still relies on Based Learning Model to improve Science Learning Outcomes in Grade V Students of Elementary Schools GMIM Pinaras Volume 4, Number 1, March 2024 -Journal of Educational Learning and Innovation (ELIa) | 39 various environmental phenomena.Science learning is indispensable in primary schools, as science learning teachers can provide opportunities for active learning and improve students' learning outcomes

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Deting, C.M., Rorimpandey, W.H.F., Ratunguri Y., Implementation of Problem-Based Learning Model to improve Science Learning Outcomes in Grade V Students of Elementary Schools GMIM Pinaras

Table 2 .
Cycle II ResultsActions taken in Cycle II were summarized during the presentation of findings as

Table 3 . Recapitulation of average learning outcomes scores in Cycle I and II No Cycle Sum of Score Sum of Score Total Data Analysis Results
From the table above, it is evident that the presentation of learning outcomes in Cycle II indicates an 88% achievement, surpassing the success criterion of >80% set by this research.Thus, the implementation of the Problem-Based Learning (PBL) teaching model in Grade V of SD GMIM Pinaras has been deemed successful.

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Deting, C.M., Rorimpandey, W.H.F., Ratunguri Y., Implementation of Problem-Based Learning Model to improve Science Learning Outcomes in Grade V Students of Elementary Schools GMIM Pinaras