KnE Social Sciences

Published date: Jun 20 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference on Teaching, Learning and Technology 2024 (ICTLT 2024)

Pages: 109 - 118

DOI: 10.18502/kss.v10i12.18867

Evi SusantiFaculty of Education, IKIP Siliwangi, Jawa Barat

Cucun Sutinahcs@ikipsiliwangi.ac.idMagister of Elementary Education, IKIP Siliwangi, Jawa Barat

Fransiska Astri KusumastutiFaculty of Humaniora, Bina Nusantara University, Jakarta

The understanding of science concepts, particularly the concept of force, is a fundamental skill that is crucial for elementary school students, as it forms the foundation for further science learning. This study aims to analyze the effect of implementing the problem-based learning (PBL) model on 4th-grade students’ understanding of the concept of force at an elementary school in West Bandung Regency. The research method employed is a pre-experimental design with a onegroup pretest-posttest model. The research subjects consisted of 30 fourtth-grade students selected purposively. The instruments used in this study include a test for the concept of force which measures students’ comprehension before and after the PBL intervention, as well as an observation sheet to assess student participation during group discussions. The data were analyzed using descriptive quantitative analysis to illustrate changes in student understanding. The results of the study indicate that the implementation of the PBL model significantly enhances students’ understanding of the concept of force. The “comparing” indicator showed the highest improvement, while the “concluding” indicator showed the lowest increase. The implications of this study suggest that the PBL model can be an effective strategy for enhancing the understanding of science concepts at the elementary school level.

Keywords: conceptual understanding, force, RADEC learning model

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