STEM-Based Problem-Based Learning Model for Fifth-Grade Students’ Learning Outcomes in Perimeter and Area of Plane Figures
Keywords:
Elementary School, Learning Outcomes, Perimeter and Area of Plane Figures, Quasi-Experimental Design, STEM-Based Problem-Based Learning
Abstract
Purpose of the study: This study aims to analyze the effect of STEM-based Problem-Based Learning (PBL) model on students’ learning outcomes in perimeter and area of plane figures in fifth-grade elementary school. The study focuses on comparing learning outcomes between students taught using STEM-based PBL model and those taught using conventional learning methods.
Methodology: This study used a quantitative approach with a quasi-experimental method and nonequivalent control group design. The sample consisted of 49 fifth-grade students selected using purposive sampling. Data were collected using pre-test and post-test instruments. Data analysis was conducted using IBM SPSS Statistics 25, including normality, homogeneity, and Mann–Whitney U tests.
Main Findings: The results showed that the average post-test score of the experimental class was higher than the control class. The Mann–Whitney U test indicated a significance value of 0.013 < 0.05, showing a significant difference. This indicates that the STEM-based PBL model has a significant effect on improving students’ learning outcomes in mathematics.
Novelty/Originality of this study: This study highlights the application of STEM-based PBL specifically on perimeter and area of plane figures in elementary school context. It provides empirical evidence of its effectiveness in improving learning outcomes and offers a contextual and student-centered learning approach, contributing to the development of innovative mathematics learning models at the primary education level.
References
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[31] R. O. Peni and Y. Ningsih, “Pengaruh Model Problem Based Learning terhadap Hasil Belajar Pola Gambar dan Pola Bilangan di Kelas IV SD Negeri 18 Air Tawar Selatan Kota Padang,” J. Pendidik. Tambusai, vol. 8, no. 1, pp. 9542–9551, 2024.
[2] A. K. Kenedi, S. Hendri, H. B. Ladiva, and Nelliarti, “Kemampuan Koneksi Matematis Siswa Sekolah Dasar Dalam Memecahkan Masalah Matematika,” J. Numer., vol. 5, no. 2, pp. 226–235, 2018.
[3] R. S. Azwal and Y. Ningsih, “Pengaruh Penerapan Model Problem Based Learning (Pbl) Terhadap Hasil Belajar Pengukuran Luas Peserta Didik Kelas Iv Sdn 05 Air Tawar Barat,” Pendas J. Ilm. Pendidik. Dasar, vol. 10, no. 02, pp. 123–133, 2025.
[4] N. A. Fitri, Y. Ariani, F. Suciana, and Masniladevi, “Peningkatan Hasil Belajar Peserta Didik Menggunakan Model Problem Based Learning Pada Materi Ciri-Ciri Bangun Datar Di Kelas IV SDN 10 Koto Baru Materi geometri di kelas tinggi khususnya kelas IV diperlukan karena pemahaman konsep ( Meyvita et al ., 2024,” Indo-MathEdu Intellectuals J., vol. 6, no. 4, pp. 5525–5533, 2025, doi: 10.54373/imeij.v6i4.3631.
[5] I. Anggraini and Y. Ningsih, “Pengaruh Model Pembelajaran Problem Based Learning (PBL) terhadap Hasil Belajar Bangun Datar kelas IV SD Gugus 3 Kecamatan Barangin Kota Sawahlunto,” J. Basic Educ. Stud., vol. 5, no. 1, pp. 720–734, 2022.
[6] M. F. Ardana, C. Chandra, and S. S. Syam, “Meningkatkan Pemahaman Bangun Datar Siswa Kelas II SD Melalui Evaluasi Kognitif dan Psikomotorik,” Katalis Pendidik. J. Ilmu Pendidik. dan Mat., vol. 2, no. 2, pp. 219–226, 2025, doi: doi.org/10.62383/katalis.v2i2.1673.
[7] F. Zahra, Masniladevi, R. Andika, and Y. Ningsih, “Pengaruh Model Problem Based Learning (PBL) Terhadap Hasil Belajar Peserta Didik Kelas V SD Pada Materi Keliling Bangun Datar,” TSAQOFAH J. Penelit. Guru Indones., vol. 5, no. 4, pp. 3930–3939, 2025, doi: 10.58578/tsaqofah.v5i4.6605.
[8] S. A. Ilmi and R. R. M. Subhan, “Pengaruh Pendekatan Science, Technology, Engineering, Mathematics (STEM) terhadap Hasil Belajar Tematik Peserta Didik di Sekolah Dasar,” J. Basicedu, vol. 5, no. 5, pp. 1525–1531, 2021, doi: doi.org/10.31004/basicedu.v5i6.1839 ISSN.
[9] G. L. Wati and E. Syafitri, “Meningkatkan Kemampuan Literasi Numerasi Siswa Melalui Penerapan Model Pembelajaran Pbl Berbasis Stem,” J. Math. Paedagog., vol. 7, no. 1, pp. 62–71, 2022, doi: 10.36294/jmp.v7i1.2821.
[10] R. A. B. Tarigan and E. Mailani, “Pengaruh Model Problem Based Learning Berbasis STEM terhadap Hasil Belajar Siswa pada Pembelajaran Matematika Kelas IV SDN 105288 Sei Rotan,” Didakt. J. Ilm. PGSD FKIP Univ. MANDIRI, vol. 11, no. 02, pp. 312–321, 2025.
[11] I. W. Widana and K. L. Septiari, “Kemampuan Berpikir Kreatif dan Hasil Belajar Matematika Siswa Menggunakan Model Pembelajaran Project-Based Learning Berbasis Pendekatan STEM,” J. Elem., vol. 7, no. 1, pp. 209–220, 2021, doi: 10.29408/jel.v7i1.3031.
[12] S. Hendri, R. Handika, A. K. Kenedi, and D. Ramadhani, “Pengembangan Modul Digital Pembelajaran Matematika Berbasis Science, Technology, Engineering, Mathematic untuk Calon Guru Sekolah Dasar Sherlyane,” J. BASICEDU, vol. 5, no. 4, pp. 2395–2403, 2021.
[13] F. A. Barkah and D. Kurniawati, “Efektivitas Modul Berbasis Pbl Terintegrasi Stem Materi Kesetimbangan Kimia Terhadap Hasil Belajar Siswa,” BIOCHEPHY J. Sci. Educ., vol. 5, no. 1, pp. 188–194, 2025, doi: 10.52562/biochephy.v5i1.1597.
[14] Megalely and A. Purtika, “Pengaruh Model Pembelajaran PBL Berbasis STEM Terhadap Hasil Belajar Siswa Pada Materi IPA Tema 7 Subtema 1 Kelas V SD Negeri 02 Sokawangi,” Literasi (Jurnal Pendidik. Dasar), vol. 3, no. 1, pp. 75–85, 2024, doi: 10.26877/literasi.v3i1.16114.
[15] F. R. Hadi, “Efektifitas Model PBL Terintegrasi STEM Terhadap Kemampuan Berpikir Kritis Matematis Siswa Kelas V SD,” J. Pendidik. Tambusai, vol. 5, no. 3, pp. 6644–6649, 2021.
[16] G. Khairunnisa and Y. Ningsih, “Pengaruh Model Problem Based Learning Terhadap Hasil Belajar Peserta Didik Pada Pembelajaran Pengurangan Bilangan Cacah Di Kelas I Gugus I Kecamatan Lengayang Kabupaten Pesisir Selatan,” Pendas J. Ilm. Pendidik. Dasar, vol. 10, no. 04, pp. 490–505, 2025.
[17] A. Mardatilla, M. Masniladevi, and R. Rozalinda, “Penerapan Problem Based Learning Berbasis Culturally Responsive Teaching untuk Meningkatkan Hasil Belajar Materi Data Peserta Didik Kelas V SD,” J. Papeda J. Publ. Pendidik. Dasar, vol. 7, no. 2, pp. 234–243, 2025, doi: 10.36232/jurnalpendidikandasar.v7i2.2010.
[18] Y. Ningsih, I. M. Arnawa, D. Novaliendry, and R. Fadillah, “Problem, realistic, technology in mathematics (protectim) learning model founded on blended learning Problema,” Data Metadata, vol. 3, no. 641, pp. 1–11, 2025, doi: 10.56294/dm2024.641.
[19] T. Vessonen, H. Hellstrand, M. Kurkela, P. Aunio, and A. Laine, “The effectiveness of mathematical word problem-solving interventions among elementary schoolers : A systematic review and meta-analysis,” Int. J. Educ. Res., vol. 132, no. October 2024, p. 102642, 2025, doi: 10.1016/j.ijer.2025.102642.
[20] B. Bognar and S. M. Horvat, “Characteristics of Effective Elementary Mathematics Instruction : A Scoping Review of Experimental Studies,” Educ. Sci., pp. 1–38, 2025.
[21] M. Goos, S. Carreira, and I. K. Namukasa, “Mathematics and interdisciplinary STEM education : recent developments and future directions,” ZDM – Math. Educ., vol. 55, no. 7, pp. 1199–1217, 2023, doi: 10.1007/s11858-023-01533-z.
[22] H. C. Le and V. H. Nguyen, “education sciences Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning : A Systematic Review,” Educ. Sci., 2023.
[23] H. Ye, B. Liang, O. L. Ng, and C. S. Chai, “Integration of computational thinking in K ‑ 12 mathematics education : a systematic review on CT ‑ based mathematics instruction and student learning,” Int. J. STEM Educ., vol. 10, no. 3, pp. 1–26, 2023, doi: 10.1186/s40594-023-00396-w.
[24] S. Chudin and H. Retnawati, “Meningkatkan Numerasi melalui PBL Berbasis STEAM : Inovasi Pembelajaran Perbandingan di Kelas SMP,” Temat. J. Konten Pendidik. Mat., vol. 3, no. 2, pp. 186–193, 2025.
[25] Agramaiya, T. Dahlan, and Y. Indriyani, “Pengaruh Model Problem Beased Learning Berbantuan Media Wordwall Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Agramaiya,” J. Pendidikan, Sains Dan Teknol., vol. 02, no. 02, pp. 185–193, 2025.
[26] S. F. Azzahrah, Muhammadi, Y. Fitria, and A. Hidayati, “The Influence of the Contextual Teaching and Learning Model on Student Learning Activities and Learning Outcomes on Ecosystem Material in Cluster II Sungai Penuh,” J. Penelit. Pendidik. IPA, vol. 12, no. 1, pp. 864–872, 2026, doi: 10.29303/jppipa.v12i1.14148.
[27] T. A. Nasution, A. Abdurrahman, B. A. Wicaksono, and U. Rosidin, “Implementation of the Pbl Model Integrated With Stem-Edp To Improve Numeracy Literacy Skills in High School Students,” EduFisika J. Pendidik. Fis., vol. 10, no. 1, pp. 65–74, 2025, doi: 10.59052/edufisika.v10i1.41893.
[28] Asrulla, M. S. Jailani, and F. Jeka, “Populasi dan Sampling ( Kuantitatif ), Serta Pemilihan Informan Kunci ( Kualitatif ) dalam Pendekatan Praktis,” J. Pendidik. Tambusai, vol. 7, no. 3, pp. 26320–26332, 2023.
[29] M. I. Syahroni, “Prosedur Penelitian Kuantitatif,” J. Al-Musthafa STIT Al-Aziziyah Lomb. Barat, vol. 2, no. 3, pp. 43–56, 2022.
[30] W. Paramita and Y. Fitria, “The Influence of PjBL- Based STEAM Approach on Students ’ High Order Thinking Skills,” J. Penelit. Pendidik. IPA, vol. 11, no. 8, pp. 1201–1205, 2025, doi: 10.29303/jppipa.v11i8.11824.
[31] R. O. Peni and Y. Ningsih, “Pengaruh Model Problem Based Learning terhadap Hasil Belajar Pola Gambar dan Pola Bilangan di Kelas IV SD Negeri 18 Air Tawar Selatan Kota Padang,” J. Pendidik. Tambusai, vol. 8, no. 1, pp. 9542–9551, 2024.
Published
2026-05-13
How to Cite
[1]
M. Aulia and Y. Ningsih, “STEM-Based Problem-Based Learning Model for Fifth-Grade Students’ Learning Outcomes in Perimeter and Area of Plane Figures”, J. Bs. Edu. R, vol. 7, no. 3, May 2026.
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