The Effect of Problem-Based Learning (PBL) Model Assisted by Musical Board Media on the Ability to Solve Story Problems in Fifth Grade Elementary School Students
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This study aims to test the effectiveness of the Problem Based Learning (PBL) model assisted by the media of the musi board in improving students' ability to solve mathematical story problems, especially in the material of the Smallest Common Multiple (KPK) and the Largest Common Factor (FPB) in elementary schools. This study used a quasi-experimental design with two groups, namely the experimental group that applied the PBL model assisted by the musi board and the control group that used conventional learning. Data was collected through a post-test in the form of essay questions, which were then analyzed with a descriptive statistical test and an independent t-test to test the difference in learning outcomes between the two groups. The results showed that students who participated in learning with the PBL model assisted by the musi board showed a significant improvement in their ability to solve math story problems compared to students who participated in conventional learning. Musi board media helps students visualize abstract mathematical concepts, which in turn makes it easier for students to understand. The implication of these findings is the importance of applying the PBL model with relevant media in mathematics learning to improve student learning outcomes. Problem-based learning that supports students' active engagement can be an effective alternative to improving math comprehension and skills at the elementary school level.
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