The Influence of the Problem-Based Learning Model on Motivation and Mathematics Learning Outcomes of Grade IV at SDN 145/III Pungut Mudik Kerinci

Abstrak

This research is motivated by the low learning outcomes caused by the lack of learning motivation, as seen from many students who have not achieved the Learning Achievement Criteria (KKTP), especially in mathematics learning. Many students still do not understand the material being taught. This causes students to become confused when faced with more challenging problems. The low learning outcomes are also caused by the students' lack of motivation, which can be seen from the lack of desire and drive to achieve success, the absence of expectations and aspirations that motivate them for the future, the lack of rewards received during the learning process, uninteresting lessons, and a learning environment that is not conducive. Students in Grade IV at SDN 145/III Pungut Mudik Kerinci have low motivation and learning outcomes. There is a lack of enthusiasm from the students during learning, they become easily bored, lack focus, and are not active during lessons. Students also show little response to the teacher's instructions in understanding the material, especially in Mathematics. The success of education can also be influenced by certain factors. One of these factors is learning motivation and the teacher’s preparedness in guiding students through the learning process. This research is a quantitative study. According to Sugiyono (2024: 15), the quantitative method is an investigative technique based on positivist philosophy, aimed at studying specific populations or samples, where data collection is carried out through study instruments, and data analysis is in the form of numbers/statistics, with the purpose of detailing and testing hypotheses formed earlier. This study aims to examine the impact of the Problem-Based Learning (PBL) model in improving problem-solving abilities. This design has a control group, but it does not fully control external variables that may affect the course of the experiment. In this research, samples from both the control group and the experimental group are used. In the sample class, learning is conducted using the conventional model (lecturing), while in the experimental class, learning is conducted using the Problem-Based Learning model. After completing the material discussion, both classes are tested to assess the motivation and learning outcomes of the students after receiving different treatments from the teacher. The experimental design used in this study is the Posttest-Only Control Design. The results of the research show that the average learning motivation is higher in the experimental class (82.824) compared to the control class (76.400), with a tvalue of 4.3464 > t-table 1.6972. The learning outcomes are also higher in the experimental class (73.705) compared to the control class (67.733), with a t-value of 3.221 > t-table 1.6972. Therefore, H1 is accepted. It can be concluded that the motivation and learning outcomes of students who apply the PBL model in their learning are better than those who apply conventional learning methods in Grade IV at SDN 145/III Pungut Mudik Kerinci in the 2024/2025 academic year. Hence, the implementation of the PBL model is expected to improve the effectiveness of learning.