PBL Strategy to Foster Responsibility in Grade VII Social Studies at MTs. Nurus Sholah Pamekasan

Abstract

This study addresses the ineffective learning process in social studies at MTs. Nurus Sholah Pamekasan, which results in student boredom and a lack of responsibility in completing assignments. Many students do not submit their tasks on time, and their engagement in learning activities remains low. To overcome this issue, the Problem-Based Learning (PBL) model was implemented as an innovative approach to enhance students' sense of responsibility. The research aims to identify pre-learning, learning, and post-learning strategies used by teachers in fostering responsibility among Grade VII students. Using a qualitative descriptive approach, data were collected through observations, interviews, and documentation, with analysis based on the Miles, Huberman, and Saldana model, which involves data collection, condensation, display, and conclusion drawing. The findings show that teachers prepare learning tools aligned with the 2013 curriculum, emphasizing responsibility as an essential aspect of student development. During learning, teachers act as facilitators, encouraging active participation and implementing strategies that promote student accountability in completing tasks. The PBL model helps students analyze real-life problems, engage in discussions, and develop problem-solving skills, which further strengthen their sense of responsibility. In post-learning activities, teachers summarize lessons, provide feedback, and assess understanding through questioning to measure student learning outcomes. The results indicate that the PBL model effectively increases student engagement, critical thinking, and responsibility in completing assignments on time. This study highlights the importance of innovative teaching strategies to enhance student responsibility, which can contribute to better learning outcomes in social studies education.