Improving Science Learning Activites And Outcomes By Using Problem Based Learning Model At Elementary School

Science learning requires direct experience in order to develop the ability to explore and understand the natural surroundings scientifically. So far in elementary school at Bukittinggi, the process of learning science only memorizes facts, principles or theories. In science learning, students are not involved in finding or applying their own ideas and they do not instill the values contained in the learning. The science learning process in classroom is not yet fully in accordance with the demands of the curriculum. The teacher provides more material in the textbook without relating it to students' daily problems that are in accordance with the material, thus causing less interesting in learning. The teacher also has not actively involved all students in learning and emphasizes learning only on students who are smarter. The purpose of this study was to increase the activity and learning outcomes of science learning by using a problem-based learning model in SDN 11 Aur Kuning Bukittinggi, West Sumatra. This classroom action research was conducted in 2 cycles with the research subjects of grade IV students with totalling 25 people. The research data were collected through observation and tests. The effectiveness of actions in each cycle from the results of observations and tests is described and then reflected to take corrective action in the next cycle. In science learning, students' learning activities were observed, namely: visual activities, oral activities, writing activities, motoric activities and emotional activities. The research findings show that the problem-based learning model can increase student activity and learning outcomes.


NTRODUCTION
The development of the education sector is one of the priorities in national development in Indonesia. This is understandable, considering that national education has very important functions and objectives. In line with national development policies, the government has made a lot of attention and efforts in order to improve the quality of education in Indonesia, including: improving the curriculum in schools, improving the quality of teachers, school-based management, improving educational facilities and so on (Murni Eva Marlina, 2013), (Nurmalasari et al., 2016).
Although some of these efforts have yielded results, they have not been optimal, including in the implementation of the learning process and the achievement of student learning outcomes at every level of education.
Science is one of the subjects in elementary schools that supports science and technology, where the science learning process requires direct experience in order to develop the ability to explore and understand the natural surroundings (Nurfidianty, Ashadi, & Mulyani, 2015); (Sari et al., 2019). Science as one of the subjects in elementary school is a program to instil and develop knowledge, skills and attitudes of scientific values in students, as well as a sense of love and respect for the greatness of God Almighty. Science is not a rote subject, but a lesson that provides many opportunities for students to make various observations and exercises, especially those related to developing the ability to carry out learning activities (Widya Sukmana, 2018), (Dwi & Anitah, 2018). To increase students' activeness and understanding of science learning, students need to get used to solving problems, finding something useful for themselves, and wrestling with ideas. The knowledge gained by memorizing can only last a short period of time, while the knowledge gained from "finding it yourself (inquiry)" can last a long time and the learning process will be more meaningful for students.
In fact, science learning carried out in elementary schools is not in accordance with the demands of the curriculum in force in Indonesia, which is carried out by scientific inquiry. So far, the process of learning science in elementary school only memorizes facts, principles or theories. In science learning students are not involved in finding or applying their own ideas, and they do not instil the values contained in the learning. Indonesia, for learning achievement, science ability is in the 32 nd position out of 42 countries and 40 th for mathematics learning achievement (Juleha, Nugraha, & Feranie, 2019 (Muttaqin & Raharjo, 2018), (Trianto, 2010). This shows that everyone who learns must be active alone and without activity the learning process is impossible. There are many types of activities that students can do at school, not just listening and taking notes (Education, Jiang, Wang, & Wang, 2018 (Trianto, 2010).
In this study, only five activities were taken.
The activities mentioned above cannot be separated from one another. For example, in every motor activity there is mental activity accompanied by certain feelings and so on. In each lesson various activities can be attempted.
However, the activities given to students must be selected and sorted according to the subject matter presented. So it can be concluded that in learning a challenging activity is needed. Without challenging activities, learning will not be successful. Students who are active in learning will get better achievements than students who are less active in learning. Thus student activity is very necessary in learning activities because everything will not be achieved optimally if each student is not active in carrying out an activity.
Learning outcomes are changes in human behaviour from various aspects in the form of knowledge, understanding, habits, skills, appreciation, emotional, social relationships, physical, ethical behaviour, attitudes, and others.
Someone who has done an act of learning, there will be a change in one or more aspects of the behaviour (Kamaruddin, 2012), (Nurmalasari et al., 2016 Research data is the result of observing activities and student learning outcomes at the end of each meeting per findings per cycle. Learning outcomes are used to see the increase in student activity and learning outcomes after the action is carried out.
Data from students were obtained through observations when the action was carried out using the observation sheet.

RESULT AND DISCUSSION
The research was carried out by planning, implementing learning, observing the implementation of learning and reflecting on every action. In every cycle, learning is divided into three activities, namely beginning, core and closing. The result of this research can be described as follows: productive and progressive education (Etherington, 2011).
Motor activities increased by 20% after the second meeting was held. This is because there are 20 of the 25 students who have shown an increase in movement activity from before. This is shown in the activity of conditioning the room for learning activities, collecting facts about abrasion during discussions, and moving to form study groups. Emotional activities increased by 12% after the second meeting was held. This is because there are 12 out of 25 students who have shown increased emotional activities than before. This is shown in terms of passion, enthusiasm, and joy when the teacher communicates learning objectives, carries out investigations, and when activities conclude problem-solving solutions.
This classroom action research is not only done to increase learning activities, but also to improve students' science learning outcomes. The lecture method that has been predominantly used by the teacher is reduced and interspersed with the PBL model. After conducting classroom action research through two cycles and four meetings, it was seen that there was a good increase in student learning outcomes as follows.