Problem-Based Learning Model to Increase Self-Efficacy of Grade IV Elementary School Students
DOI:
https://doi.org/10.30605/cjpe.822025.6244Keywords:
Problem-Based Learning, Self-Efficacy, Science Subject, Elementary School StudentsAbstract
This study aims to determine the effect of the Problem-Based Learning (PBL) model on improving the self-efficacy of fourth-grade elementary school students in science subjects. The research was conducted at SDN Ngampelsari, Sidoarjo Regency, East Java, Indonesia, involving 32 fourth-grade students. Self-efficacy refers to students’ belief in their ability to face challenges, complete tasks, and achieve learning goals. It plays a critical role in enhancing motivation, learning behavior, and academic success. This study employed a quantitative method with a pre-experimental design, using a one-group pretest-posttest format. The instrument used was a self-efficacy questionnaire distributed before and after the implementation of the PBL model. The model was applied through structured learning activities involving real-life problem solving, collaboration in group work, and the development of critical thinking skills to find solutions. The contextually meaningful tasks helped students actively engage with the material and with one another. The data collected were analyzed using the Wilcoxon Signed Rank Test and N-Gain analysis. The Wilcoxon test showed a significance value of 0.000, which indicates a statistically significant difference in students' self-efficacy before and after treatment. The average N-Gain score was 0.7835, categorized as high. These findings demonstrate that the PBL model had a strong positive effect on students' psychological readiness for learning by enhancing their confidence, active participation, and persistence when facing challenges. In conclusion, the Problem-Based Learning model is not only effective for improving cognitive outcomes but also contributes to the development of students’ non-cognitive competencies. It is recommended for wider implementation in elementary schools to promote meaningful, student-centered, and empowering learning environments aligned with 21st-century education goalsy.
Downloads
References
Ardianti, R., Sujarwanto, E., & Surahman, E. (2021). Problem-based learning: Apa dan bagaimana. DIFFRACTION: Journal for Physics Education and Applied Physics, 3(1), 27-35. https://doi.org/10.37058/diffraction.v3i1.4416
Ariadila, S. N., Silalahi, Y. F. N., Fadiyah, F. H., Jamaludin, U., & Setiawan, S. (2023). Analisis pentingnya keterampilan berpikir kritis terhadap pembelajaran bagi siswa. Jurnal Ilmiah Wahana Pendidikan, 9(20), 664-669. https://doi.org/10.5281/zenodo.8436970
Cahyani, V. P., & Ahmad, F. (2024). Efektivitas Problem Based Learning terhadap Keterampilan Berpikir Kritis, Hasil belajar dan Motivasi Siswa. Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences, 3(2), 76-82. https://doi.org/10.53696/venn.v3i2.155
Dafia, S., Martahayu, V., & Arosyad, M. I. (2024). Peningkatan Hasil Belajar Ilmu Pengetahuan Sosial Melalui Model Interaktif Berbasis Media Peta di Kelas V UPTD Sekolah Dasar Negeri 9 Merawang. Harmoni Pendidikan: Jurnal Ilmu Pendidikan, 1(4), 108-123. https://doi.org/10.62383/hardik.v1i4.712
Handini, N., Ramadhani, R., Ramadhani, T., Fadilla, S., & Ramadhani, A. (2024). Metode Pembelajaran Berbasis Masalah dalam Pendidikan Tinggi. CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan, 4(3), 168-176. https://doi.org/10.55606/cendekia.v4i3.3000
Jayanti, M. A., & Pertiwi, K. R. (2023). Pengembangan e-modul berbasis pbl untuk meningkatkan kemampuan analisis dan rasa ingin tahu siswa. JINoP (Jurnal Inovasi Pembelajaran), 9(1), 112-127. https://doi.org/10.22219/jinop.v9i1.23178
Julia, R., & Sumaryoto, S. (2024). Pengaruh Kemampuan Berpikir Kritis dan Motivasi Belajar Terhadap Prestasi Belajar IPS. Herodotus: Jurnal Pendidikan IPS, 6(3), 318-326. https://doi.org/10.30998/herodotus.v6i3.12712
Karmila, N., & Raudhoh, S. (2021). Pengaruh efikasi diri terhadap kemandirian belajar siswa. Pedagonal: Jurnal Ilmiah Pendidikan, 5(1), 36-39. https://doi.org/10.33751/pedagonal.v4i2.2692
Paulina, M., Mutiah, D., & Panaemalae, A. R. A. (2023). The Effect Of Self Efficacy On Self Regulated Learning Among Students Of State Islamic University During Online Learning. Psikis: Jurnal Psikologi Islami, 9(1), 52-60. https://doi.org/10.19109/psikis.v9i1.14340
Rahmadana, J., Khawani, A., & Roza, M. (2023). Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar. Jurnal Basicedu, 7(1), 224–230. https://doi.org/10.31004/basicedu.v7i1.4278
Rawung, W. H., Katuuk, D. A., Rotty, V. N. J., & Lengkong, J. S. J. (2021). Kurikulum dan tantangannya pada abad 21. Jurnal Bahana Manajemen Pendidikan, 10(1), 29-34. https://doi.org/10.24036/jbmp.v10i1.112127
Sri, A. (2022). Pengaruh Efikasi Diri Terhadap Berpikir Kritis Pada Mata Pelajaran Fiqih Di Mts Al-Mursyidiyyah. 4(1), 1–23.
Suartini, K., Ardiansyahroni, Nyaman, & Sarifah, I. (2023). Meta-Analysis: Hubungan antara Self-Efficacy dan Academic Achievement. Pascasarjana Universitas Negeri Jakarta, 7(3), 2475–2480. https://doi.org/10.58258/jisip.v7i1.5467/http
Sugiyono. (2020). Metodologi Penelitian Kuantitatif, Kualitatif dan R & D.
Sujanem, R., & Suwindra, I. P. (2023). Problem-based Interactive Physics E-Module in Physics Learning Through Blended PBL to Enhance Students' Critical Thinking Skills. Jurnal Pendidikan IPA Indonesia, 12(1), 135-145. https://doi.org/10.15294/jpii.v12i1.39971
Supiarmo, M. G., Mardhiyatirrahmah, L., & Turmudi, T. (2021). Pemberian scaffolding untuk memperbaiki proses berpikir komputasional siswa dalam memecahkan masalah matematika. Jurnal Cendekia, 5(1), 368-382. https://doi.org/10.31004/cendekia.v5i1.516
Supriyatin, T., & Masanggeni, R. C. (2022). Pengaruh efikasi diri terhadap pemahaman konsep matematika mahasiswa pada materi integral. Research and Development Journal of Education, 8(2), 801-807. https://doi.org/10.30998/rdje.v8i2.14059
Suradika, A., Dewi, H. I., & Nasution, M. I. (2023). Project-based learning and problem-based learning models in critical and creative students. Jurnal Pendidikan IPA Indonesia, 12(1), 153-167. https://doi.org/10.15294/jpii.v12i1.39713
Triningsih, R., & Mawardi, M. (2020). Efektivitas problem based learning dan project based learning ditinjau dari keterampilan berpikir kritis siswa sd. JRPD (Jurnal Riset Pendidikan Dasar), 3(1), 51-56. https://doi.org/10.26618/jrpd.v3i1.3228
Yudha, A. A. G. A. K., Pujawan, I. G. N., & Sugiarta, I. M. (2022). Analis Kemampuan Berpikir Kritis Siswa Ditinjau Dari Growth Mindset, Efikasi Diri, Dan Self-Regulated Learning: Sebuah Analisis Jalur. Jurnal Penelitian dan Evaluasi Pendidikan Indonesia, 12(2), 192-208.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Angela Carolina Ponsa, Tri Linggo Wati
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with CJPE agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
