Implementasi, Persepsi, dan Tantangan Model Problem-Based Learning Dalam Pembelajaran Bahasa Indonesia Sekolah Dasar

The purpose of this study was to describe the implementation process, explore teachers’ perceptions, and identify challenges faced in applying the Problem-Based Learning (PBL) model in Indonesian language subjects at the elementary school level. This study used a qualitative approach with a case study method. Data were collected through semi-structured interviews with seven fourth-grade teachers and analyzed using thematic analysis techniques. The results of the study indicate that the implementation of PBL consists of several steps, such as formulating problems related to students’ daily lives, forming learning groups, providing guidance during the learning process, presenting the results of discussions, and conducting reflections. The problems used in learning are real, challenging, and relevant to students’ experiences. Teachers reported that the PBL model encourages active engagement, curiosity, and student participation during the learning process. However, there are several challenges in its implementation, such as time constraints, teachers’ unpreparedness in designing problem-based learning, variations in students’ literacy skills, and challenges in classroom management. This study provides valuable contributions to teachers and policymakers in formulating more contextual and optimal strategies for implementing PBL in Indonesian language learning in elementary schools.