CULTIVATING STUDENT INDEPENDENCE IN SCIENCE LEARNING USING THE “PROBLEM BASED LEARNING” MODEL IN PRIMARY SCHOOL

Abstract

This study aims to describe the application of the Problem Based Learning (PBL) model integrated with Crossword Puzzle media in fostering students’ learning independence in science learning. This qualitative study employed a case study method. Data were collected through observation, participation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman model, while data validity was ensured through source and technique triangulation. The findings show that the implementation of PBL integrated with Crossword Puzzle media fostered students’ learning independence, reflected in increased learning initiative, problem-solving ability, responsibility, courage to participate, and self-evaluation. Students demonstrated greater willingness to identify and solve learning problems, complete tasks independently, express ideas, and reflect on their learning experiences. Crossword Puzzle media also supported students’ motivation and understanding of science concepts by providing an engaging and interactive learning activity. The implementation was supported by the teacher’s role as facilitator and the relevance of learning problems to students’ real-life experiences. However, limited learning resources and learning time presented challenges during implementation. Overall, these findings suggest that PBL integrated with Crossword Puzzle media can foster elementary school students’ learning independence while supporting meaningful and enjoyable science learning in elementary science classrooms through active and collaborative learning