The findings are particularly relevant as schools worldwide continue to encourage active learning rather than traditional teacher-centered instruction. Developing students who can think critically, collaborate effectively, and solve real-world problems has become a central goal of modern education. The study demonstrates that relatively simple classroom innovations can substantially improve student participation without requiring expensive technology.
Active Learning Remains a Challenge in Elementary Education
Student engagement is widely recognized as one of the strongest indicators of successful learning. Active students are more likely to ask questions, exchange ideas, collaborate with classmates, and retain knowledge for longer periods. However, many elementary classrooms still rely heavily on lectures, leaving students with limited opportunities to participate actively.
During preliminary observations at UPTD SD Negeri 85 Parepare in South Sulawesi, Indonesia, the research team found that many fifth-grade students were reluctant to participate in discussions, lacked confidence when expressing opinions, and struggled to connect classroom lessons with real-life situations. Learning activities remained dominated by teacher explanations, while interactive learning media were rarely used. As a result, many students became passive participants instead of active learners.
To address these challenges, the researchers implemented the Problem-Based Learning (PBL) model supported by Pop-Up Book media. The approach encourages students to investigate authentic problems collaboratively, while the three-dimensional Pop-Up Book illustrations make abstract concepts easier to understand and more engaging.
Classroom Action Research in Two Learning Cycles
The researchers conducted a Classroom Action Research (CAR) study involving 30 fifth-grade students, consisting of 14 boys and 16 girls, at UPTD SD Negeri 85 Parepare during the second semester of the 2025–2026 academic year. The research followed the widely used Kemmis and McTaggart classroom action research model, consisting of planning, implementation, observation, and reflection across two instructional cycles.
Rather than relying on examinations alone, the researchers evaluated changes in three important aspects:
- Teacher performance during instruction.
- Student participation throughout classroom activities.
- Overall learning activeness.
During lessons, students worked in groups to solve contextual problems related to the Science and Social Studies topic "My Proud Region." Teachers guided students through identifying problems, investigating information, presenting solutions, and evaluating the results. Pop-Up Books served as interactive visual learning materials that supported discussion and stimulated curiosity.
Classroom Engagement Improved Significantly
The intervention produced substantial improvements after the second learning cycle.
The study reported the following results:
- Teacher instructional performance increased from 66.00% in Cycle I to 93.33% in Cycle II.
- Student classroom activity rose from 69.78% to 93.11%.
- Overall student learning activeness improved from 63.54% to 86.45%, reaching the "high" category established by the researchers.
- All predetermined success indicators were achieved, eliminating the need for additional research cycles.
The researchers also observed qualitative improvements in classroom behavior. During the second cycle, students became noticeably more willing to ask questions, participate in group discussions, present ideas, respond to classmates, and contribute to lesson conclusions.
Teachers also shifted from dominating classroom discussions to facilitating collaborative learning, giving students greater opportunities to communicate and solve problems independently.
Why the Combination Was Effective
According to the researchers, the success of the intervention resulted from combining two complementary educational strategies.
Problem-Based Learning places students at the center of instruction by encouraging them to solve authentic problems instead of memorizing information. This process naturally develops critical thinking, communication, collaboration, and independent learning skills.
Meanwhile, Pop-Up Book media transforms abstract learning content into colorful three-dimensional illustrations. The visual design captures students' attention, stimulates curiosity, and makes classroom discussions more engaging.
Together, these approaches created a learning environment in which students actively explored information, discussed ideas, presented findings, and evaluated solutions rather than simply listening to teacher explanations.
Musfirah, Muhammad Amran, and Nurhalifa Hakim of Makassar State University concluded that integrating Problem-Based Learning with Pop-Up Book media effectively increased learning activeness while creating a more interactive, student-centered classroom. They also noted that contextual learning problems, collaborative discussions, and engaging visual media worked together to improve both participation and motivation.
Implications for Schools and Education Policy
The findings provide practical guidance for elementary school teachers seeking affordable strategies to improve classroom engagement.
Instead of relying exclusively on lectures, educators can introduce contextual problems that encourage investigation, discussion, and teamwork. Interactive learning media such as Pop-Up Books can further strengthen students' understanding by making difficult concepts easier to visualize.
For schools, the research highlights the importance of investing in innovative teaching resources that promote active participation rather than passive learning. Policymakers and school administrators may also consider supporting professional development programs that train teachers to implement Problem-Based Learning effectively.
Although the study focused on one classroom in Parepare, its findings suggest broader opportunities for integrating active learning methods into elementary education. The researchers recommend future studies involving more schools, additional learning cycles, different subjects, and alternative instructional media to confirm and expand these results.
Author Insight
Musfirah, Muhammad Amran, and Nurhalifa Hakim from Makassar State University emphasized that combining Problem-Based Learning with Pop-Up Book media creates a classroom environment where students actively discuss, investigate, present ideas, and evaluate solutions. According to the authors, this combination helps transform learning into a more meaningful, interactive, and student-centered experience while increasing participation and motivation.
Author Profiles
Musfirah, is a lecturer and researcher in the Elementary School Teacher Education Study Program, Faculty of Education, Makassar State University (Universitas Negeri Makassar). Her expertise includes elementary education, innovative instructional strategies, and student learning development.
Muhammad Amran, is a lecturer at Makassar State University specializing in elementary education, instructional innovation, curriculum development, and teacher professional learning.
Nurhalifa Hakim is a researcher from the Elementary School Teacher Education Study Program, Faculty of Education, Makassar State University, with research interests in elementary pedagogy, classroom innovation, and learning media development.
Source
Article Title: Implementation the Problem Based Learning (PBL) Model Assisted by Pop-Up Book Media to Increase the Activeness of Science Learning in Class V Students of UPTD SD Negeri 85 Parepare
Journal: International Journal of Sustainable Applied Sciences (IJSAS), Vol. 4, No. 7
Publication Year: 2026
Authors: Musfirah, Muhammad Amran, Nurhalifa Hakim
University: Elementary School Teacher Education Study Program, Faculty of Education, Makassar State University (Universitas Negeri Makassar)
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