Problem Based Learning as a Strategy to Improve Students’ Understanding of GCF and LCM

Abstract

This classroom action research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The study was motivated by the low learning outcomes of fifth-grade students at SDN Cileungsi 02 on the topic of Greatest Common Factor (GCF) and Least Common Multiple (LCM). The participants were 23 students. Data were collected through daily assessments, observation, field notes, and documentation. The findings revealed an improvement in students’ mathematics achievement after applying Problem Based Learning (PBL). The class average increased from 55.43 in the pre-cycle (39.13% mastery) to 68.26 in cycle I (60.87% mastery), and 78.69 in cycle II (82.60% mastery). Students also showed better participation, such as asking questions, sharing ideas, and working collaboratively. Thus, PBL effectively improved both learning outcomes and students’ active engagement.