ANALISIS PROBLEM BASED LEARNING DALAM MENINGKATKAN KETERAMPILAN PROBLEM SOLVING MATEMATIKA SEKOLAH DASAR MUHAMMADIYAH 4 KOTA BATU

In the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities
have become essential competencies for 21st-century learners. However, few studies in the Indonesian
elementary context have triangulated data from classroom observations, teacher interviews, and
questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these
skills. This study examined the association between PBL and students’ behavioral indicators of critical
thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative
descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87
students) and three teachers, spanning six PBL sessions over one semester. Data were collected through
classroom observations, teacher and student interviews, and questionnaire surveys to capture the
holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral
indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and
problem-solving competence. The results reveal that PBL is associated with higher levels of
engagement, curiosity, and analytical reasoning through structured problem scenarios that require
collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest
responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the
strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL
stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger
behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and
reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence
on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher
perspectives, and classroom artifacts within a single descriptive framework.