Increasing Students' Learning Concentration Through The PBL Learning Model
Abstract
Student learning concentration is an important factor in the learning process that can influence learning outcomes. However, it is often found that students have difficulty maintaining concentration during the learning process. This research aims to describe how the application of the Problem Based Learning (PBL) learning model can increase the learning concentration of fifth grade elementary school students. The background to this research is based on the importance of concentration in the learning process which can influence student learning outcomes. However, many students experience difficulty in maintaining concentration during learning. This research uses the Classroom Action Research (PTK) method which is carried out in two cycles, each consisting of planning, action, observation and reflection stages. The research subjects were fifth grade students in elementary schools, with research instruments including interview sheets, observations and documentation. Then analyzed using the Milles & Huberman technique. The results showed a significant increase in students' learning concentration. In the initial pre-cycle conditions, only 2 students (12.5%) met the four learning concentration indicators. After being given action using the Problem Based Learning (PBL) learning model in cycle I, the number of students' learning concentration increased to 8 students (50%). Then in cycle II, after reflecting on the actions in cycle I, there was a further increase to 14 students (87.5%). Implementing PBL not only increases concentration but also students' motivation and involvement in the learning process. Students become more active, motivated and focused when working on group assignments that are based on real problems.
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