The Use of Problem-Based Learning Models to Improve Student Learning Outcomes in Social Arithmetic Material

This classroom action research aimed to enhance mathematics learning outcomes on social arithmetic material for eighth-grade students at SMP Negeri 2 Sinunukan, North Sumatra, Indonesia, through the implementation of the Problem-Based Learning (PBL) model. The subjects were 15 students from class VIII-A in the odd semester of the 2025/2026 academic year. Data were collected using observation sheets and tests. The study was conducted over two cycles, each consisting of three learning meetings and one test. Quantitative results showed a significant improvement. Student learning activity scores in Cycle I averaged 2.375 (fair category), increasing to an average of 3.25 (good category) in Cycle II. Teacher activity scores also improved from an average of 3.08 (good) in Cycle I to 3.58 (very good) in Cycle II. This enhancement in classroom dynamics directly correlated with learning outcomes. The class completion rate rose from 60% (9 students) in Cycle I to 86.66% (13 students) in Cycle II, marking a 26.66% increase. Specifically, students ANDI, SANJAYA, WARDAH, and GINO, who did not pass in Cycle I, achieved mastery in Cycle II. Reflection after Cycle I identified key obstacles: a disorderly classroom climate, lack of collaboration, difficulty solving worksheet problems, reluctance to respond or ask questions, and inability to conclude discussions. Improvements implemented in Cycle II, such as targeted teacher guidance, consistent motivation, and proactive facilitation, successfully addressed these issues. Observations in Cycle II noted a more orderly classroom, effective group collaboration, increased student courage in discussions, and improved problem-solving and conclusion-drawing abilities. The study concludes that the PBL model effectively improves mathematics learning outcomes in social arithmetic. The model supports the development of critical thinking, problem-solving skills, and intellectual maturity, fostering independent learners. These findings align with previous research, such as Bungel (2020), confirming PBL's efficacy in boosting mathematics achievement.