Abstract

Abstrak
___________________________________________________________________
Tujuan penelitian ini adalah meningkatkan kualitas pembelajaran Pkn, yaitu keterampilan guru,
aktivitas siswa, dan hasil belajar siswa kelas IV SDN Salaman Mloyo Semarang melalui model
Problem Based Learning dengan media PowerPoint. Penelitian ini menggunakan desain penelitian
tindakan kelas yang berlangsung dalam tiga siklus. Teknik pengumpulan data menggunakan tes dan
non tes (observasi, catatan lapangan, dan dokumentasi). Data dianalisis menggunakan teknik
analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa: (1) Keterampilan
guru meningkat setiap siklus berturut-turut dengan jumlah skor 25; 30; dan 37. (2) Aktivitas siswa
meningkat setiap siklus berturut-turut dengan jumlah skor 23.24, 30.28, dan 35.52. (3) Hasil belajar
yang terdiri atas ranah kognitif, afektif dan psikomotorik mengalami peningkatan. Ketuntasan hasil
belajar kognitif siswa meningkat setiap siklus berturut-turut yaitu 44%, 72%, dan 88%, afektif siswa
meningkat setiap siklus berturut-turut dengan jumlah skor 10.12, 12.36 dan 14.48. Hasil belajar
Psikomotorik meningkat setiap siklus dengan skor 12.52, 13.6, dan 14.84. Simpulan penelitian ini
adalah melalui model Problem Based Learning dengan media PowerPoint dapat meningkatkan kualitas
pembelajaran PKn meliputi keterampilan guru, aktivitas siswa dan hasil belajar siswa.

The research aimed to increase the quality of civics learning, improving teacher skills, students activities, and
students learning outcomes of grade IV SDN Salaman Mloyo Semarang throught Problem Based Learning
using powerpoint. The research was designed using classrooom action research in three cycles. Data collection
techniques used tests and nontest (observation, field notes, and documentation). Data were analyzed using
descriptive analysis techniques of quantitative and qualitative. The results showed that: (1) Teacher skills
increased in every consecutive cycle with the total score of 25, 30, and 37. (2) Students activity increased in each
consecutive cycle with the total score of 23.24, 30.28, and 35.52. ( 3 ) Learning outcomes on cognitive, affective,
and psychomotor increased. Cognitive students learning result increased in every consecutive cycle of 44%, 72%,
and 88%, Affective students increased in each consecutive cycle with the total score of 10.12, 12.36 and 14.48.
The psychomotor was 12.52, 13.6, dan 14.84. Conclusion of the research was Problem Based Learning using
powerpoint improved the quality of teaching civics, including teacher skills, students activities and students
learning outcomes.