Students' Perceptions of the Implementation of Problem-Based Learning Models in Social Studies Subjects
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Keywords:
Perception, Implementation, Problem-Based LearningAbstract
This study aims to explain the implementation of the Problem Based Learning (PBL) model and analyze students' perceptions of the application of the problem-based learning model in Social Sciences (IPS) subjects in grade VII of Al Hikmah Junior High School. This study uses a qualitative approach with a phenomenological type that focuses on students' experiences and perceptions while participating in problem-based learning. The research subjects consist of social studies teachers and class VII students who have participated in learning with the PBL model. Research data was collected through observation, in-depth interviews and documentation. Data analysis was carried out interactively through the stages of data reduction, data presentation, and conclusion drawn, while the validity of the data was obtained through triangulation of sources and techniques. The results of the study showed that the implementation of PBL was carried out in several stages, namely teachers prepare lesson plans and materials, provide problems related to students' daily lives, form groups, direct students in discussion and problem-solving activities, ask students to present the results of discussions, and evaluate learning. students' perception of the application of PBL tends to be positive, students find learning more interesting, help understand the material, encourage cooperation, increase activeness in discussions, and provide opportunities to express opinions. However, some students still experience obstacles in the form of lack of confidence, lack of activity in discussions, dependence on group members, and difficulty understanding the material independently. These findings show that the application of PBL can be an alternative to social studies learning that is more interactive and contextual because it connects the material with problems that are close to students' lives. Therefore, teachers need to provide appropriate guidance and assistance during the discussion process so that all students can actively participate in problem-based learning.
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