Improving Fraction Learning Outcomes Using the PBL Model Combined with a Scientific Approach and TPACK for Fourth-Grade Students at SDN Pelambuan 2 Banjarmasin

Abstract

This study aims to improve teacher activity, student activity, and mathematics learning outcomes on fraction material through the implementation of the Problem-Based Learning (PBL) model combined with the scientific approach and the TPACK framework. The study was conducted with 22 fourth-grade students at SDN Pelambuan 2 Banjarmasin over two cycles, employing both qualitative and quantitative approaches within a Classroom Action Research (CAR) design based on the Kemmis and Mc Taggart model. Data were collected through observation and tests. The results indicate improvements in teacher activity, student activity, and learning outcomes: teacher activity increased from a score of 26 to 28 (categorized as “Very Good”), student activity rose from 59% to 86%, cognitive learning outcomes increased from 45% to 82%, and psychomotor learning outcomes improved from 45% to 82%. These improvements were evidenced by more optimal instructional delivery by the teacher, increased student participation during the learning process, and a rise in the number of students achieving mastery in each cycle. Thus, the implementation of the Problem-Based Learning (PBL) model integrated with the scientific approach and TPACK proved effective in enhancing teacher activity, student activity, and learning outcomes on fraction material.