Abstract
This study investigates the effect of the Problem-Based Learning (PBL) model on improving students’ learning outcomes in Civic Education (PPKn). The research was motivated by the tendency of PPKn learning in schools to remain dominated by teacher-centered and rote-based approaches, which limit students’ critical thinking and problem-solving skills. PBL is considered a relevant alternative because it emphasizes real-life problems, collaborative learning, and active student engagement. This experimental study employed a one-group pretest–posttest design involving 32 eighth-grade students. Data were collected using learning outcome tests and analyzed through paired sample t-tests to determine the significance of the improvement, followed by Cohen’s d to measure the effect size. The results indicate a significant increase in students’ learning outcomes after the implementation of PBL. The paired t-test shows t = 4.88 with p = 0.000, indicating statistical significance at the 0.05 level. The increase in the mean score was 8.65 points. The effect size calculation reveals a Cohen’s d value of 1.11, categorized as a very large effect, demonstrating that PBL strongly influences improvements in students’ PPKn learning outcomes.
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