Implementasi Problem Based Learning (PBL) Pembelajaran IPAS Pada Peserta Didik Kelas V SD Inpres Balang Boddong 1 Kota Makassar
DOI:
https://doi.org/10.24252/asma.v8i1.64500Keywords:
PBL model, IPAS learningAbstract
This research is motivated by the low active participation of students in science subjects even though innovative models have been introduced. This study aims to find out the processes and challenges that arise during the implementation process of the PBL model of learning IPAS in grade V students of SD Inpres Balang Boddong 1 Makassar City. This type of research is qualitative with pedagogical and psychological research approaches. The source of data for this study is primary data with five students and one teacher in class V and secondary data. The data collection methods used are observation, interviews and documentation. Data analysis is carried out by data reduction steps, data presentation and conclusion drawn. To test the validity of the data, source triangulation, triangulation method and triangulation techniques were used for approximately 1 month. The results of the study show that the implementation of the PBL model in learning science in grade V of SD Inpres Balang Boddong 1 Makassar City is through the following steps: student orientation, organizing students in learning, guiding individual and group investigations, developing and presenting results, and analyzing and evaluating the problem-solving process. From the five stages of PBL above, the difficulties experienced by students appear in several stages such as in the second and third stages. In the second stage, students have difficulty understanding the material or looking for answers, then in the third stage there are students who dominate group activities, and tend to be rowdy during the group discussion process. So teachers need to provide assistance and a personal approach to build awareness and mutual respect in groups and group students with their respective learning styles. The implications in this study based on the results of the study show that the importance of group management and personal approaches to minimize the dominance of certain students, so that the collaborative problem-solving process can run optimally for all students.
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