Optimization of Problem Based Learning Model in Thematic Learning in Elementary Schools
DOI:
https://doi.org/10.35719/educare.v5i2.305Keywords:
Problem Based Learning, Thematic Learning, Elementary SchoolsAbstract
Implementing Problem-Based Learning (PBL) in thematic learning in elementary schools faces challenges such as limited teacher understanding, insufficient training, and resource constraints, including time and technology. A packed curriculum schedule also hampers the optimization of PBL. PBL can enhance students' critical thinking, collaboration, and analytical skills. Therefore, an integrated strategy is needed to overcome these obstacles, enabling PBL to be effectively implemented and improve the quality of learning. This study employs a qualitative descriptive design to examine implementing the Problem-Based Learning (PBL) model in thematic learning, focusing on its stages, challenges, and success factors. Data were collected through observations, interviews, and document analysis, using triangulation to ensure validity. Ethical standards, such as obtaining consent and maintaining confidentiality, were strictly upheld. This approach provides an in-depth understanding of the practical implementation of PBL and its effectiveness in thematic learning. The results of this study indicate that implementing Problem-Based Learning (PBL) in Islamic elementary schools, including MIS Nurul Hidayah, strengthens student competencies through active, collaborative, and problem-based learning. This method enhances students' social skills, teamwork, critical thinking, and independence while motivating them through interactive media. Educators are facilitators, assisting students in organizing information and developing creative solutions. Although challenges such as high costs and longer implementation times pose obstacles, adequate infrastructure support and positive student responses make PBL effective in equipping them with essential life skills for the future.
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