Training on Managing Problem-Based Learning (PBL) in Primary Schools in Pesawaran Regency

Based on research findings, primary school teachers in Pesawaran Regency have begun designing and implementing learning activities using the Problem-Based Learning (PBL) model. However, the management of PBL in classroom practice has not yet been grounded in appropriate theoretical understanding. Therefore, teachers require training in effectively managing PBL. This community service program aims to address the issue of low professional and pedagogical competence among primary school teachers, particularly in managing learning using the PBL model. The objectives of this training activity are to ensure that primary school teachers: (1) acquire knowledge about managing PBL; (2) develop the skills to implement PBL effectively; and (3) foster a positive attitude toward PBL-based instruction. The specific target of the training is for teachers to master the necessary competencies to manage PBL in the classroom. The method used in this program involved a combination of training techniques, including discussions, Q&A sessions, simulations, group assignments, and individual tasks. The target participants were primary school teachers in Pesawaran Regency. The training was conducted in three cycles: The first cycle took place in the first week of the first month and included a pre-test to assess teachers’ prior knowledge and skills in managing PBL, followed by delivery of training materials. The second cycle, conducted in the first week of the second month, focused on collecting assignments and group presentations of the completed tasks. The third cycle, held in the first week of the third month, included content enrichment, final presentations, and a post-test. The pre-test and post-test consisted of five open-ended questions assessing knowledge and a performance-based assessment for PBL teaching skills. The results showed a significant improvement in teachers’ knowledge, from 19.23% in the pre-test to 80.77% in the post-test, indicating a 61.54% increase, categorized as very good. Similarly, teachers’ skills improved from 16% to 84%, showing a 68% increase, also categorized as very good.