THE SELF CONCEPT OF ELEMENTARY SCHOOL STUDENTS IN LEARNING MATERIALS THROUGH 4C-BASED PROBLEM-BASED LEARNING

Abstract

This study was conducted due to the importance of developing affective aspects, particulary self-concept, in mathematics learning which has received little attention. This study aims to analyze the influence of 4C-based Problem-Based Learning model on the self-concept of Madrasah Ibtidaiyah students in geometry subject. This study employs a quantitative research with a pretest-posttest control group design, involving 50 fourth-grade students from MIN 1 Bireuen, which were grouped into a 4C-based PBL experimental group and a PBL control group without the 4C approach. The research instruments are a self-concept questionnaire and post-test questions, both of which had undergone validity and reliability testing. The results of the study indicate a significant difference between the two groups in both learning outcomes and self-concept. The experimental group obtained an average post-test score of 82.19 and a self-concept score of 83.95, which were higher than those of the control group. The t-test results revealed a statistically significant difference (p < 0.05). Therefore, the 4C-based Problem-Based Learning (PBL) model is effective in improving students’ self-concept and learning outcomes in geometry. This study implies that integrating 21st-century skills into mathematics instruction can enhance students’ self-confidence, independence, and collaborative abilities.