Effectiveness Of Problem-Based Learning Model On Students' Understanding Of Concepts In Social Sciences Subjects

Abstract

This study aims to examine the effectiveness of implementing the Problem-Based Learning (PBL) model in improving students’ conceptual understanding in Social Studies at SMP Negeri 3 Sambas, which served as the research site at the junior high school level. The research was conducted at SMP Negeri 3 Sambas, an institution under the supervision of the Sambas District Education Office. The school is located at Jalan Pendidikan No. 278, Sambas Subdistrict, Sambas District, West Kalimantan Province, with the postal code 79162. The main problem underlying this study is the low level of students’ conceptual mastery and the suboptimal application of learning models that align with the ideal steps of PBL. This research employed a quantitative method with a pre-experimental design, specifically the One Group Pretest-Posttest Design. The sample consisted of 29 students from class VIIIA selected through Cluster Random Sampling. The research instrument was a multiple-choice test comprising 20 items administered before and after the treatment. Data were analyzed using the Wilcoxon Signed Rank Test due to the non-normal distribution of the data. The results showed a significance value of 0.000 (<0.05), indicating a significant difference between the pretest and posttest scores. The average pretest score of 36.03 increased to 60.00 after the treatment. An effect size of 1.58, categorized as very large, indicates that the PBL model has a strong positive impact on enhancing students’ conceptual understanding. Therefore, PBL is considered effective for Social Studies learning at the junior high school level. Teachers are encouraged to prepare thoroughly to ensure successful implementation and the achievement of intended learning objectives.