Peningkatan Hasil Belajar Bangun Datar Menggunakan Model Problem Based Learning Berbantuan Quizizz Di Kelas III SDN 16 Air Tawar Timur - Putri, Masya Rizki; Masniladevi, Masniladevi; Salmaini, Salmaini; Suciana, Fadila (Journal of Authentic Research, 2026)
Rendahnya keterlibatan dan hasil belajar matematika pada materi bangun datar menuntut pembelajaran yang menghubungkan masalah kontekstual, kerja kelompok, dan umpan balik cepat. Penelitian ini bertujuan mendeskripsikan peningkatan kualitas Rencana Pelaksanaan Pembelajaran Mendalam (RPPM), aktivitas guru dan peserta didik, serta hasil belajar melalui Problem-Based Learning (PBL) berbantuan Quizizz. Penelitian tindakan kelas kolaboratif dilaksanakan dalam dua siklus dan tiga pertemuan pada 28 peserta didik kelas III SDN 16 Air Tawar Timur, Kota Padang. Data dikumpulkan menggunakan rubrik pengamatan RPPM, lembar observasi aktivitas guru dan peserta didik, jurnal sikap, tes pengetahuan, serta rubrik keterampilan. Data dianalisis secara deskriptif melalui reduksi-refleksi kualitatif dan perhitungan persentase kuantitatif. Kualitas RPPM meningkat dari 70,00% pada pertemuan pertama menjadi 85,00% pada pertemuan kedua dan 92,50% pada siklus II. Aktivitas guru meningkat dari 71,40% menjadi 96,42%, sedangkan aktivitas peserta didik meningkat dari 75,00% menjadi 96,42%. Rata-rata pengetahuan naik dari kondisi awal 63,82 menjadi 88,03, dan ketuntasan klasikal meningkat dari 25,00% menjadi 85,71%. Sikap mencapai 84,34% dan keterampilan 86,60% pada siklus II. Dengan demikian, dapat disimpulkan bahwa model Problem Based Learning berbantuan Quizizz dapat meningkatkan hasil belajar Murid pada pembelajaran Matematika kelas III SDN 16 Air Tawar Timur.The low level of student engagement and mathematics learning outcomes in plane figure topics requires learning approaches that integrate contextual problems, collaborative activities, and immediate feedback. This study aims to describe the improvement of the quality of Deep Learning Lesson Plans (Rencana Pelaksanaan Pembelajaran Mendalam/RPPM), teacher and student activities, and learning outcomes through the implementation of Problem-Based Learning (PBL) assisted by Quizizz. This collaborative classroom action research was conducted in two cycles consisting of three meetings involving 28 third-grade students at SDN 16 Air Tawar Timur, Padang City. Data were collected using RPPM observation rubrics, teacher and student activity observation sheets, attitude journals, knowledge tests, and skill assessment rubrics. The data were analyzed descriptively through qualitative reduction-reflection analysis and quantitative percentage calculations. The quality of RPPM improved from 70.00% in the first meeting to 85.00% in the second meeting and reached 92.50% in Cycle II. Teacher activity increased from 71.40% to 96.42%, while student activity increased from 75.00% to 96.42%. The average knowledge score increased from the initial condition of 63.82 to 88.03, and classical mastery improved from 25.00% to 85.71%. Students’ attitudes reached 84.34%, and their skills achieved 86.60% in Cycle II. Therefore, it can be concluded that the Problem-Based Learning model assisted by Quizizz effectively improves students’ mathematics learning outcomes in third-grade mathematics learning at SDN 16 Air Tawar Timur.