The Implementation of PBL Using PANTODA Media to Enhance the Creative Thinking Skills of Fourth-Grade Students

Abstract

Students’ low levels of creative thinking, particularly regarding pictogram material, pose a major challenge in fourth-grade mathematics instruction at SDN 1 Ngargosari. This problem stems from a learning process that remains mechanistic and teacher-centered, as well as a lack of concrete teaching aids that can stimulate student exploration. To address this issue, this study aims to enhance students’ mathematical creative thinking skills through the implementation of the Problem-Based Learning (PBL) model supported by the PANTODA (Pictogram and Data Diagram Board) medium. This study employs a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model design, conducted over two cycles. Each cycle includes the planning, implementation, observation, and reflection stages. The research subjects were 11 fourth-grade students at SDN 1 Ngargosari during the odd semester of the 2024/2025 academic year. The data collection instruments used consisted of a creative thinking ability test (measuring the aspects of fluency, flexibility, originality, and elaboration) and an observation sheet for student activities. The research results are expected to show that the integration of the PBL model, which challenges students through authentic problems using PANTODA as a visual-concrete aid, is capable of stimulating the flexibility and originality of students’ ideas in presenting data. Thus, the use of the PANTODA media, supported by the PBL model, is worth recommending as an innovative solution for improving the quality of mathematics education in elementary schools.