Syntax error analysis of problem based learning model in science learning

Abstract

This study aims to find out the syntax errors of the Problem Based Learning learning model in science learning conducted by teachers. This research is important to carry out because the PBL model is a model that can bridge students to real problems around them so that every learning step is important to be done properly and systematically. This study uses a descriptive qualitative approach. Data were collected through observations, interviews, and literature studies. The data was analyzed using Miles and Huberman. The results of the study show that the implementation of the Problem Based Learning (PBL) model by science teachers has not fully followed the correct syntax, especially in problem orientation that is not done well. However, teachers have successfully organized students, guided group discussions, and evaluated the problem-solving process, although there is still room for improvement in presenting real problems. Therefore, it is recommended to provide training to teachers, ensure the use of real problems, and conduct regular monitoring and evaluation. Collaboration between teachers is also needed to share experiences and the best strategies in implementing PBL.