The Impact of PBL Model on Science Learning Achievement in Elementary School Students

Abstract

Elementary education plays an essential role in developing students’ foundational scientific understanding and inquiry skills. However, many students still exhibit low engagement in real-world problem-solving, resulting in surface-level understanding of science concepts. This study investigates the effectiveness of the Problem Based Learning (PBL) model in improving science learning achievement among fifth-grade students at SDN 03 South Pontianak. Using a quantitative experimental approach with purposive sampling, pretest–posttest data were analyzed through normality and independent samples t-tests. The findings show a significant increase in learning achievement, with the average score rising from 52.81 (pretest) to 72.66 (posttest), and 78.12% of students achieving mastery. PBL effectively enhances student participation, conceptual understanding, and critical thinking. These results imply that PBL can be used as a strategic model to strengthen science learning in elementary schools, although its implementation requires teacher readiness, structured guidance, and supportive classroom conditions.