Implementation of Problem-Based Learning Model in Physical Education to Improve Motor Skills

This study aimed to improve students’ mathematical literacy skills (MLS) through the implementation of the Problem-Based Learning (PBL) model in the topic of probability at Phase E. The subjects were Grade X.1 students of SMAN 7 Pekanbaru in the 2024/2025 academic year. This Classroom Action Research (CAR) was carried out in two cycles, namely Cycle I and Cycle II, each consisting of two meetings with the stages of planning, action, observation, and reflection. The research instruments comprised (1) learning materials, including the Learning Objectives Flow (ATP) and teaching modules, and (2) data collection instruments, including an MLS test and observation sheets for teacher and student activities. The findings revealed that the implementation of the PBL model successfully improved both the learning process and students’ MLS. The analysis of the MLS test results showed a significant improvement: the number of students in the “very good” category increased from 1 in the pre-test to 8 in Cycle I and 18 in Cycle II, while those in the “very poor” category decreased from 22 to 12 in Cycle I and only 2 in Cycle II. Therefore, the PBL model proved effective in improving the learning process and enhancing the mathematical literacy skills of SMAN 7 Pekanbaru students in the 2024/2025 academic year on the topic of probability.

This study aims to analyze and map research trends on the application of the Problem-Based Learning (PBL) model in chemistry education in Indonesia using the systematic literature review (SLR) method. The study involved secondary data sourced from the SINTA database for publications between 2015 and 2024. Articles were identified using the keywords "problem-based learning" and "chemistry", with inclusion criteria comprising: (1) studies implementing PBL in chemistry learning, (2) published between 2015 and 2024, (3) document type limited to peer-reviewed articles, and (4) articles indexed at least by Sinta 3. Out of an initial 182 articles retrieved, only 21 articles met the inclusion criteria after screening. The results indicate the PBL model has been implemented using various approaches, strategies, and media, demonstrating its effectiveness in improving students' learning outcomes, critical thinking skills, and engagement in chemistry education. The most frequent research focus was on learning outcomes, followed by learning activities and critical thinking skills, while other variables such as scientific attitudes, self-efficacy, and collaboration also received attention. PBL's adaptability, including integration with STEM and digital media, enhances its relevance to modern learning demands. This study highlights the significant role of PBL in fostering student-centered learning and bridging theoretical and practical aspects of chemistry. Limitations in database scope and inclusion criteria highlight the need for broader reviews. Future studies should include meta-analyses and explore interdisciplinary applications to enhance PBL's potential in chemistry education. These findings offer valuable insights for educators and researchers aiming to optimize PBL in Indonesian education

This reserach was conducted to improve conceptual understanding and critical thinking ability of fourth-semester students of the Science education study program, Bengkulu University by applying PBL. The research method used in this study is quasi experimental, which in its implementation uses single class or one group pretest-posttest design. The test question was the instrument used in this study. The findings showed that there was an improvement in students‘ conceptual understanding and critical thinking ability of students‘ since implementing problem-based learning models in environmental chemistry courses. This improvement can be seen from the results of the gain test for each class group on the test of conceptual understanding and critical thinking ability which are in the "medium" category, while the t-test results for concept understanding and critical thinking ability show a significant difference (0.000 <0.05). ), In other words, the implementation of the PBL learning influences the students‘ conceptual understanding and critical thinking ability. Further the implementation of the problem-based learning model in teaching and learning process presents problems with real conditions so that it can stimulate students to not only think and understand at the rote level but also interpret the problem. Quiet in-depth research on the implementation of problem-based learning models in learning is highly recommended to get more comprehensive results.

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

This study aims to determine the effectiveness of the problem-based learning (PBL) model in improving the critical thinking skills and learning motivation of 10th grade senior high school students through the biology-based learning of environmental concepts and pollution, especially water and soil pollution. This study also aims to determine students' responses to the problem-based learning model. A quasi-experiment with a control group before and after the test is used to conduct the research. This research was done over the course of four meetings. The population of this study consists of all 10th-grade senior high school students, with the following characteristics: the first 10th-grade senior high school students are an experimental class implementing PBL with Zoom Cloud Meeting, and the second 10th-grade senior high school students are a control class with a scientific approach learning model. The N-Gain test was used to measure critical thinking skills before and after learning, as well as the level of motivation at the end of learning, to collect data for this study. The findings showed that: 1) The PBL model was implemented successfully, with a score of 95%, using Zoom cloud meetings. 2) When compared to the 5M models, the implementation of learning using the PBL model through Zoom Cloud Meetings improved students' critical thinking skills. The N-Gain test results were within the middle range, precisely 0.51. 3) Using Zoom cloud meetings to apply the PBL approach has no meaningful effect on increasing students' learning motivation. 4) Students were highly enthusiastic about studying the PBL methodology using Zoom cloud sessions

This study aims to analyze the effectiveness of the implementation of the Problem-Based Learning (PBL) learning model in improving student learning outcomes in the material Welcoming the Age of Puberty in grade IV of SDN 106210 Rambung Besar. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, with stages of planning, implementation, observation, and reflection. The subjects of the study were grade IV students of SDN 106210 Rambung Besar. Data were collected through learning outcome tests, observations of student and teacher activities, and interviews. The results of the study showed that the implementation of the PBL model can significantly improve student learning outcomes. In the first cycle, the average student score increased compared to the conditions before the action. The second cycle showed further improvements in conceptual understanding, critical thinking skills, and student activity. The PBL model also encourages students to be more active in discussing, working together, and solving problems related to the material being studied. The conclusion of this study is that the PBL learning model is effective in improving student learning outcomes in the material Welcoming the Age of Puberty. Therefore, it is recommended for teachers to adopt this model as an innovative learning strategy to improve the quality of learning in elementary schools

The study aims at examining (1) the effectiveness of the implementation of Problem Based Learning (PBL) model using Open Ended approach, (2) the students’ learning result in mathematics who were taught by using PBL model with Open Ended approach, (3) the students’ activities in teaching and learning process by using PBL model with Open Ended approach, and (4) the students’ response on learning. The study is pre-experiment research with One Group Pretest-Posttest Design. The populations of the study were class VIII students at SMPN 33 Makassar of academic year 2016/2017 wich consisted of 10 classes. Samples were selected by employing Cluster Random Sampling technique and obtained class VIIIE as the research sample. Data were obtained by using learning result test instrument, observation sheet of students’ activities, observation sheet of learning implementation, and questionnaire of students’ response. The results of the study reveal that the learning result score of class VIII students in mathematics I sin high category, the mean 83.22, and deviation standar 8.549, the classical completeness is 87.50%, the mean of normalized gain is in high category, the students’ activity is in very active category, and students’ response on the implementation of PBL model with Open Ended approach is positive. The result of hypothesis test indicates that PBL model with Open Ended approach is effective to implemented in Mathematics learning to class VIII students at SMPN 33 Makassar.

BackgroundProblem-based learning (PBL) is a method by which students solve clinical scenarios in a small group discussion. The aim of this study was to assess the implementation of PBL in Saudi Universities.MethodsThis is a cross-sectional study including 151 participants from 16 universities. A questionnaire was distributed to the faculty members through e-mail messages. The questionnaire consisted of 35 questions with 5-point Likert scale arranged in three subscales.ResultsThe total mean of PBL implementation score was 2.5 (SD =0.39). The scores of the three PBL implementation subscales showed marked variance, with the average score of the subscale “overall PBL experience in my college” being the most highly affected, with an average score of (3.07, SD =0.72), followed by “implementation of PBL model” (2.36, SD=0.47). The least affected subscale was “preparation for PBL implementation” (2.13, SD =0.67).ConclusionRelatively moderate level of PBL implementation was observed in Saudi Arabia. However, we suggest that more courses should be introduced in order to improve the skills of faculty members and provide a strong infrastructure to implement PBL model in Saudi medical colleges.

Undefined Learning that is still dominated by lecture methods causes students to become passive and unmotivated. As a result, students' speaking skills in Indonesian language subjects remain low. The purpose of this study is to improve the speaking skills of fifth-grade students through the application of the Problem-Based Learning model. This study is a classroom action research conducted in two cycles. The research subjects were 32 students. The research data consisted of two types, namely qualitative data using observation sheets of teacher and student activities, and quantitative data using student speaking tests. The percentage of KKTP achievement on the student speaking test in the first cycle was 52.63%, with an average of 62.93, where 24 students completed the test and 8 students did not complete it. In cycle II, the percentage of students' KKTP speaking test achievement was 84.21%, with an average of 81.32, where 30 students completed the test and 2 students did not. The Problem-Based Learning Model has a positive impact on improving fifth-grade students' speaking skills, so this Problem-Based Learning Model can be used as an alternative for teaching speaking skills in elementary schools.

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.

The PBL and PjBL models are student-centric learning models that are needed to improve student skills in the 21st century. This study aims to find out the differences between the PBL and PjBL models of critical thinking skills of students at SMAN 1 Lhokseumawe on material reaction speed. This research uses experimental methods with a type of Quasi Experimental Design. The sampling technique was carried out in a purposive way with a total sample of 72 students. The test results show no significant differences between PBL and PjBL models. The result of this test is sig (2-tailed) 0.162 > 0.05 H0 received and H1 rejected. In other words, there is no significant difference in critical thinking skills between students taught with the PjBL model and the PBL model

This study aimed to improve student engagement through the implementation of the Problem-Based Learning (PBL) model in the Civics subject (PPKn) for Class IX-1 at SMP Negeri 1 Bulango Selatan. The background of this research stemmed from the teacher’s limited use of varied teaching strategies, which caused students to lose interest, become disengaged, and participate less during lessons. The research utilized Classroom Action Research (CAR), which was carried out in two cycles comprising the phases of planning, implementation, observation, and reflection. The study involved 20 students (11 male and 9 female). Each cycle consisted of two meetings. The findings revealed that the use of the PBL model significantly improved students’ learning activity, as reflected in the increase in evaluation scores from 60% in Cycle I to 80% in Cycle II. Therefore, it can be concluded that the Problem-Based Learning model is effective in enhancing student participation and creating a more dynamic and engaging learning environment. ABSTRAKPenelitian ini bertujuan untuk meningkatkan keterlibatan siswa dalam pembelajaran melalui penerapan model Problem Based Learning (PBL) pada mata pelajaran PPKn di kelas IX-1 SMP Negeri 1 Bulango Selatan. Permasalahan yang melatarbelakangi adalah kurangnya variasi dan kreativitas guru dalam menyampaikan materi, sehingga siswa menjadi kurang tertarik, tidak fokus, serta minim partisipasi dalam proses pembelajaran. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek dalam penelitian ini berjumlah 20 siswa, terdiri dari 11 siswa laki-laki dan 9 siswa perempuan. Setiap siklus melibatkan dua kali pertemuan. Hasil penelitian menunjukkan bahwa penerapan model PBL mampu meningkatkan aktivitas belajar siswa pada mata pelajaran PPKn, yang ditandai dengan peningkatan nilai evaluasi dari 60% pada siklus I menjadi 80% pada siklus II. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Problem Based Learning efektif dalam mendorong keterlibatan aktif siswa dalam kegiatan pembelajaran.

This study aims to improve the learning outcomes of Catholic Religious Education (PAKAT) through the application of the Problem-Based Learning (PBL) model among students at SD Negeri 6 Salaon Toba. The background of this research is the low learning outcomes of students in PAKAT, caused by the lack of active student engagement in the learning process and teaching methods that do not support the development of students' character competencies in line with Pancasila values. This study uses Classroom Action Research (CAR) conducted in two cycles at SD Negeri 6 Salaon Toba, with the research subjects being 14 Phase B Grade IV students, focusing on the topic "Jesus Proclaims the Kingdom of God through Parables." The research was conducted in September 2024. Data collection techniques include observation sheets, learning outcome tests, and affective observation rubrics. The research focuses not only on improving academic performance but also on developing student character in line with the Pancasila Student Profile, such as critical thinking, collaboration, independence, and faith in God Almighty. The results show that the application of the PBL model significantly improves students' learning outcomes and supports the development of the Pancasila Student Profile. In the first cycle, students' average learning outcomes increased by 10%, and in the second cycle, by 20%. Additionally, students demonstrated improvements in critical thinking, group collaboration, and responsibility in completing tasks. This study indicates that the PBL model is effective in enhancing PAKAT learning outcomes while simultaneously supporting character development in line with Pancasila values. Educators are encouraged to continue applying this learning model to integrate academic achievement and character development.

Presentation on the topic of Salt Hydrolysis can be started from a real problem, using the Problem Based Learning (PBL) model. The PBL model should be able to increase student’s' curiosity to get concepts independently. The purpose of this study was to determine the effect of PBL model on salt hydrolysis lessons about the student’s learning outcomes in SMAN 1 Ranah Pesisir. This research is quasi experiment with nonequivalent groups post-test only design. Data are normal and homogeneous, as of hypothesis testing uses t-test is done at α 0.05, obtained t count 5,2 and t table 2,67. The shows the learning outcomes on salt hydrolysis lessons between classes using PBL model are higher than conventional model in SMAN 1 Ranah Pesisir.

This study focuses on the implementation of the Problem-Based Learning (PBL) model in Asta Aiswarya's learning as an effort to improve the quality of students' theological processes and understanding in Hindu Religious Education at SMP Negeri 2 Nuhon. The purpose of this study is to describe the dynamics of PBL implementation, analyze the responses of students and teachers, and identify the contribution of PBL to improving the understanding of Asta Aiswarya concepts. The research uses a qualitative approach with a case study design through learning observation, in-depth interviews, and document analysis. The findings show that PBL transforms learning from lecture patterns into collaborative inquiry processes that encourage students to actively discuss, connect theological concepts with personal experiences, and reflect on the spiritual significance of Asta Aiswarya's eight aspects. Teachers play an effective role as facilitators of theological dialogue so that students' understanding develops not only on a cognitive level, but also on the affective and reflective dimensions. This research contributes to the expansion of the study of Hindu pedagogy by showing that PBL can be a spiritually valuable learning framework that facilitates meaning-making and religious awareness. The results of the study emphasized the importance of using problem-based learning models in religious education to build a deeper and more relevant understanding of students' lives.