Problem-Based Learning: An Effort to Enhance Student Motivation at MAN Bengkayang

Abstract

This study aims to enhance student motivation in the 11th grade at MAN Bengkayang by implementing Problem-Based Learning (PBL) on social conflict. The primary focus of this article is to explore how the PBL method can address students' low motivation and how the application of PBL contributes to improving students' understanding of social conflict. Using the classroom action research (CAR) methodology, this research was conducted in two cycles, involving stages of planning, implementation, observation, and reflection. The results indicate a significant improvement in student motivation, as evidenced by an increase in the average exam score from 50 to 70 in the second cycle, along with greater student engagement in group discussions. However, challenges in time management and group management remain barriers that need to be addressed to maximize the effectiveness of PBL. The findings of this study suggest that problem-based learning can enhance student motivation, particularly in topics considered difficult or tedious, such as social conflict. Applying PBL allows students to engage in a more contextual learning experience, linking theory with the social realities around them and offering opportunities to think critically and creatively in problem-solving. Additionally, the constructive feedback from teachers boosts students' self-confidence, further strengthening their intrinsic motivation to learn. Overall, this study provides evidence that problem-based learning is effective in enhancing critical thinking skills and creating a learning environment that is more relevant to students' everyday lives. With support from creative teachers and a deep understanding of student characteristics, PBL can significantly drive student motivation. This approach also provides opportunities for students to develop essential social and emotional skills to address social challenges in society. The significance of this study in the academic world is crucial, as it contributes to the literature on problem-based learning in the context of education in Indonesia. This research enriches our understanding of the application of PBL to enhance student motivation, particularly in the field of Sociology. It is hoped that this study will serve as a reference for future research and provide a foundation for the development of more effective teaching methods across various educational levels.