Improving IPS Learning Outcomes for Elementary School Students in Each Class Using the Problem Based Learning Model

Didi Syahrir, Yeni Erita, Feby Kurniawan, Vany Qhairum Nisa UTAMI
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Abstract

Learning in a classroom is fairly passive because it just involves listening, completing homework, and reading books. Because of the lack of connection between students and professors or between students, learning is unproductive. The poor student learning outcomes are a result of this. The goal of this study is to examine how the problem-based learning (PBL) approach is used to enhance primary students' social studies learning outcomes. applying the meta analysis method in research. The process of gathering data involved searching Google Scholar for electronic journals and reading library materials. 16 periodicals and 4 student theses served as the data sources for this study. In a qualitative description, data analysis was done. Based on the results of the analysis, it was found that the problem-based learning model was able to improve student learning outcomes from the lowest 8.9% to an average increase of 30%. This shows that the problem-based learning model is effective in improving the social studies learning outcomes of elementary school students. The implications of this research are expected to assist teachers in choosing the right learning model to improve student learning outcomes.    
运用基于问题的学习模式改善小学生的IPS学习成果
在课堂上学习是相当被动的,因为它只包括听、做作业和看书。由于学生与教授或学生之间缺乏联系,学习是徒劳的。糟糕的学生学习结果就是这样的结果。摘要本研究旨在探讨问题型学习方法如何提升小学生的社会研究学习成果。运用meta分析方法进行研究。收集数据的过程包括在Google Scholar上搜索电子期刊和阅读图书馆资料。本研究以16份期刊和4篇学生论文为数据来源。在定性描述中,进行了数据分析。根据分析结果发现,基于问题的学习模式能够将学生的学习成果从最低的8.9%提高到平均30%。研究结果显示,问题型学习模式对改善小学生的社会研究学习成果是有效的。本研究可望协助教师选择正确的学习模式,以提高学生的学习成效。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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