The application of the problem-based learning model to improve second-grade elementary school students’ writing skills in spelling, word meaning, and conjunctions

Abstract

This study aimed to improve the writing skills of second-grade elementary school students through the Problem-Based Learning (PBL) model, focusing on spelling, word meaning, and conjunctions. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model. It was conducted in two cycles of three meetings each, and each cycle comprised planning, acting, observing, and reflecting. The participants were 10 second-grade students at SD Negeri 86/IV Kota Jambi. Data were collected through observation, writing tests, semi-structured interviews, and documentation. Qualitative data were analyzed through data reduction, data display, and conclusion drawing. Quantitative data were analyzed using mean scores and class-wide mastery percentages. The results show a gradual improvement in students’ writing skills. The mean observation score rose from 46.80% in the pre-cycle to 57.56% in Cycle I and 69.02% in Cycle II. In Cycle II, spelling reached 73.33%, conjunctions 68.40%, and word meaning 65.33%. The mean test score increased from 57 in the pre-cycle to 69 in Cycle I and 88 in Cycle II, and class-wide mastery rose from 10% to 30% and then to 90%. The qualitative data also show that students responded positively to problem-solving, discussion, and group work. However, some students still needed reinforcement in punctuation, word meaning, and certain conjunctions. These findings indicate that PBL supports second-grade students’ writing development through active, contextual, collaborative, and problem-oriented learning.