Analysis of the Implementation of Problem-Based Learning in Science Education at Elementary School 7 Panarung Palangka Raya

This research aims to analyze the implementation of the Problem-Based Learning (PBL) approach in science education at SDN 7 Panarung Palangka Raya, focusing on teacher readiness, the development of students' critical thinking, collaboration, feedback mechanisms, as well as inhibiting and supporting factors. The approach used is qualitative with a case study design. Data were collected through observations, in-depth interviews, and documentation. The research subjects included one, two and three-grade teachers, as well as the school principal. Research shows that although teachers demonstrate enthusiasm for PBL, its implementation is still limited by conventional teaching habits and a lack of training. PBL has proven effective in promoting students' critical thinking skills, especially when associated with local issues such as peatland ecosystems and the culture of the Dayak community. Local values such as handep (mutual cooperation) and badamai (deliberation) strengthen student participation and collaboration in the learning process. However, the feedback mechanism is still unstructured and peer evaluation practices have not been widely implemented. The obstacles faced include limitations in local resources, a lack of ongoing training, and curriculum pressure. On the other hand, support from school principals and local community involvement are important enablers for the success of PBL. These findings emphasize the importance of integrating local wisdom and systemic support in the implementation of PBL in elementary schools.