What type of study is this?

This is a Quasi-Experimental Design study.

September 10, 2025Journal of Innovation and Research in Primary Education0 citations

The Effect of Problem-Based Learning Model on Learning Motivation and Problem-Solving Skills of Fourth Grade Elementary School Students

FPFajar PrasetiawanJambi University MSMuhammad SofwanJambi University BWBunga Ayu WulandariJambi University

Key Points

The problem-based learning model significantly enhances learning motivation in students.
Students using PBL showed improved problem-solving skills compared to those using the STAD model.
A pretest-posttest design was utilized to evaluate the effects of PBL on student outcomes.
Findings support the notion that PBL positively impacts cognitive and affective learning domains.

Abstract

This study aims to examine the effect of the Problem-Based Learning (PBL) model on (1) students’ learning motivation, (2) their problem-solving skills, and (3) the simultaneous influence of PBL on both variables in the context of Integrated Science and Social Studies (IPAS) for fourth-grade elementary students. A quantitative approach with a quasi-experimental design was employed, using a pretest-posttest non-equivalent control group design. The research was conducted at SDN 181/IX Berkah, involving 61 students divided into two classes: the experimental group received PBL instruction, while the control group used the STAD model. Data were collected through a learning motivation questionnaire and a problem-solving test developed based on Polya’s indicators. Instrument validity was confirmed through expert judgment, and reliability testing using Cronbach’s alpha yielded values of 0.82 for motivation and 0.79 for problem-solving. Data were analyzed using Kolmogorov–Smirnov for normality, Levene’s test for homogeneity, independent sample t-tests to test individual effects, and MANOVA to assess the simultaneous effect of the PBL model. The results revealed that the PBL model had a significant effect on learning motivation (p = .000), problem-solving ability (p = .000), and their simultaneous improvement (p = .000). These findings suggest that PBL is an effective instructional approach to enhance students’ cognitive and affective learning outcomes in IPAS learning

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