Establishing Students’ Sense of Responsibility Through The Problem-Based Learning Model in Elementary Schools

Abstract

Instilling a sense of responsibility in elementary school students is an important part of character education. This study aims to describe the application of the Problem-Based Learning (PBL) model in shaping students’ sense of responsibility. The method used is descriptive qualitative research with a case study approach. Data were collected through observation, interviews, and documentation of teachers and students in one of the public elementary schools in Banda Aceh. The results of the study indicate that the application of the PBL model encourages students to be more active and responsible in learning. Through the stages of PBL, starting from problem identification, group discussions, information searches, to solution presentations, students are trained to complete tasks with full commitment both collectively and individually. These findings indicate that PBL is effective in shaping students’ sense of responsibility and improving conceptual understanding. The implication of this study is the importance of training for teachers so that they can implement the PBL model consistently in learning to support the strengthening of students’ character. It is recommended that elementary schools integrate the PBL model into the curriculum to shape students’ character from an early age.