Teacher's Perception Of The Effectiveness Of Problem-Based Learning In Strengthening The Character of Mutual Cooperation in Elementary School Science Learning
Persepsi Guru terhadap Efektivitas Problem-Based Learning dalam Menguatkan Karakter Gotong Royong pada Pembelajaran IPAS SD
DOI:
https://doi.org/10.21070/ups.10948Keywords:
Character of Mutual Cooperation, IPAS, Problem-Based Learning (PBL), Teacher PerceptionAbstract
This study aims to describe teachers’ perceptions of the implementation of Problem-Based Learning (PBL) in Natural and Social Sciences (IPAS) to strengthen mutual cooperation among elementary school students. This qualitative study used a phenomenological approach, with data collected through observations and interviews with a fifth-grade teacher at SD Negeri Gedangan Sidoarjo. Data were analyzed using Carpenter’s phenomenological theory, and validity was ensured through triangulation. The findings show that teachers have a positive perception of PBL and consider it effective in promoting student-centered learning. PBL enhances student interaction through cooperation, communication, and responsibility in group activities. It also strengthens mutual cooperation through task distribution, active participation, and helping behavior. Despite challenges such as differences in student activeness and self-confidence, PBL creates meaningful, contextual, and collaborative learning experiences relevant to modern education.
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