Problem-Based Learning in Natural and Social Sciences (IPAS) and Students’ Conceptual Understanding

Abstract

This study was conducted at MIS Al Jihad in Palangka Raya City to examine the effect of the Problem-Based Learning (PBL) model on students' conceptual understanding in the IPAS (Integrated Science and Social Studies) subject. The study employed a pre-experimental method using a one-group pretest-posttest design. The population consisted of all fifth-grade students at MIS Al Jihad, totaling 18 students. The sample included all members of the population and was selected using a saturated sampling technique. Data were analyzed through prerequisite tests and hypothesis testing using a paired-samples t-test. The results showed that the implementation of the PBL model was categorized as very good, with an average score of 91.7. Students' conceptual understanding improved from a mean pretest score of 61.11 to a mean posttest score of 77.78, indicating an increase of 16.67 points. Furthermore, the paired-samples t-test yielded a significance value (Sig. 2-tailed) of 0.000, which was lower than 0.05 (0.000 < 0.05). Therefore, the findings demonstrated that the Problem-Based Learning (PBL) model had a significant effect on students’ conceptual understanding in the IPAS subject at MIS Al Jihad, Palangka Raya.