IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM MEMOTIVASI SISWA KELAS VI PADA MATA PELAJARAN MATEMATIKA DI SD NEGERI 1 SUKAWATI KABUPATEN GIANYAR

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Penelitian ini bertujuan untuk mendeskripsikan implementasi model Problem Based Learning dalam memotivasi siswa kelas VI pada mata pelajaran matematika di SD Negeri 1 Sukawati Kabupaten Gianyar. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif dengan fokus pada proses pembelajaran, faktor pendukung dan penghambat, serta implikasi terhadap motivasi belajar siswa. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Problem Based Learning melalui tahapan orientasi masalah, pengorganisasian siswa, penyelidikan kelompok, penyajian hasil, serta evaluasi dan refleksi mampu meningkatkan keterlibatan siswa dalam pembelajaran. Siswa menjadi lebih aktif dalam berdiskusi, mengemukakan pendapat, serta bekerja sama dalam menyelesaikan permasalahan. Selain itu, pembelajaran berbasis masalah juga berdampak pada peningkatan pemahaman konsep, kemampuan pemecahan masalah, dan keaktifan belajar. Faktor pendukung meliputi kompetensi guru, ketersediaan sarana pembelajaran, serta kesesuaian masalah dengan kehidupan siswa, sedangkan faktor penghambat meliputi keterbatasan kepercayaan diri siswa dan kendala teknis dalam penggunaan teknologi. Dengan demikian, model Problem Based Learning efektif dalam menciptakan pembelajaran matematika yang aktif, kontekstual, dan mampu meningkatkan motivasi belajar siswa secara optimal.

This study aims to describe the implementation of the Problem Based Learning (PBL) model in increasing the learning motivation of sixth grade students in mathematics subjects at SD Negeri 1 Sukawati, Gianyar Regency. This study uses a qualitative descriptive approach with a focus on the learning process, supporting and inhibiting factors, as well as the implications of the model implementation on students’ learning motivation. Data were obtained through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results of the study indicate that the implementation of the Problem Based Learning model through the stages of problem orientation, student organization, group investigation, presentation of results, as well as evaluation and reflection is able to increase student involvement in learning. Students become more active in discussions, expressing opinions, and collaborating in solving problems. In addition, problem-based learning also has an impact on improving concept understanding, problem-solving abilities, and student learning activeness. Supporting factors for the implementation of this model include teacher competence, the availability of learning facilities, and the suitability of problems with students’ daily lives. Meanwhile, the inhibiting factors include the low self-confidence of some students and technical obstacles in the use of learning technology. Thus, the Problem Based Learning model is effective in creating mathematics learning that is active, contextual, and able to increase students’ learning motivation optimally.