The Use of Problem-Based Learning to Increase Fifth-Grade Students’ Interest in Learning Economics as Part of the IPAS Curriculum

Abstract

This study aimed to examine the use of Problem-Based Learning (PBL) to improve fifth-grade students’ interest in learning economics-related content within Integrated Natural and Social Sciences (IPAS). The study employed classroom action research involving 23 students in Class 5B at a public elementary school in Bandung during the 2025/2026 academic year. The research consisted of three cycles, each comprising planning, action and observation, and reflection. Data were collected through a student learning-interest questionnaire and classroom observations and analyzed descriptively by comparing percentage scores across cycles. The four indicators assessed were enjoyment, interest, attention, and engagement. Across the three cycles, students’ reported learning interest increased from 35% in Cycle I to 50% in Cycle II and 88% in Cycle III. The four indicators also showed a consistent upward trend during the intervention. These findings suggest that PBL was associated with improved learning interest in economics-related IPAS content. The study offers a practical reference for teachers seeking to design more engaging, problem-oriented learning activities in primary schools