IMPLEMENTING PROBLEM-BASED LEARNING IN EIGHTH-GRADE SCIENCE EDUCATION

Abstract

Student-centered learning has become a fundamental approach in twenty-first-century education to equip learners with the competencies required to address the rapid advancement of science and technology. Among the various student-centered instructional approaches, Problem-Based Learning (PBL) has been widely recognized for promoting active engagement and meaningful learning. This study aimed to describe the implementation of the Problem-Based Learning model in eighth-grade science classrooms and to examine students' responsses to its implementation. A descriptive research design was employed involving 28 eighth-grade students and three classroom observers. Data were collected using validated observation sheets to assess the implementation of the PBL model by teachers and students, as well as a student responsse questionnaire. All research instruments were validated by three experts prior to data collection. The data were analyzed descriptively using percentage analysis. The findings revealed that the implementation of the Problem-Based Learning model reached 98%, indicating that the learning process was carried out with a very high level of implementation fidelity. In addition, students expressed positive responses toward the PBL model, suggesting that it effectively supported active participation and meaningful learning during science instruction. These findings demonstrate that Problem-Based Learning is a feasible and well-accepted instructional approach for promoting student-centered science learning at the junior high school level.