Problem-Based Learning Model to Increase Self-Efficacy of Grade IV Elementary School Students
Model Pembelajaran Berbasis Masalah untuk Meningkatkan Efikasi Diri Siswa Kelas IV Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.9009Keywords:
Problem-Based Learning, Self-Efficacy, Science SubjectAbstract
This study examines the effect of the Problem-Based Learning (PBL) model on the self-efficacy of 32 fourth-grade students at SDN Ngampelsari, Sidoarjo, East Java. Self-efficacy—students’ belief in their ability to overcome challenges—is key to motivation, learning behavior, and achievement. Using a quantitative pre-experimental one-group pretest-posttest design, data were collected through a self-efficacy questionnaire administered before and after PBL implementation. The model engaged students in solving real-life problems, collaborating in groups, and developing critical thinking skills. Meaningful, contextual tasks encouraged active participation and peer interaction. Analysis with the Wilcoxon Signed Rank Test yielded a significance value of 0.000, indicating a statistically significant improvement. The average N-Gain score was 0.7835 (high category). Results show that PBL effectively enhances students’ confidence, participation, and persistence, supporting both cognitive and non-cognitive growth. It is recommended for broader application in elementary schools to foster meaningful, student-centered learning aligned with 21st-century education goals.
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