The Influence of Problem-Based Learning Model on Students’ Cognitive Abilities in Elementary Schools
Pengaruh Model Pembelajaran Berbasis Masalah terhadap kemampuan Kognitif Siswa di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.9229Keywords:
problem based learning, cognitive ability, Science and Social Studies,, elementary school.Abstract
This study investigates the effect of the Problem Based Learning (PBL) model on elementary students’ cognitive abilities. The research was motivated by low Science and Social Studies (IPAS) outcomes, where many students scored below the minimum mastery criteria (KKM). Participants were 30 fourth graders at SDM 2 Sidoarjo, selected randomly. The study used a quantitative one-group pretest-posttest design, with test instruments based on cognitive indicators: recall, comprehension, analysis, and evaluation. Data analysis employed the Shapiro-Wilk normality test, Paired Sample T-Test, and Eta Squared. Results showed a significant increase in cognitive abilities after applying PBL, with mean scores rising from 54.67 (pretest) to 74.67 (posttest). The paired t-test produced a significance value of 0.000 (<0.05), confirming a meaningful difference. Eta Squared values of 0.793 and 0.748 indicated a large effect. PBL significantly enhances students’ cognitive abilities and serves as an effective strategy for Science and Social Studies learning in elementary schools.
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