Keywords:learning outcomes, elementary mathematics, problem based learning
INTRODUCTION
Education as a process that not only
provides intellectual abilities in reading,
writing, and arithmetic but also as process
developstudents' abilities
optimally in intellectual, social, and
personal aspects (Taufiq, 2014). Education
is a process of improving human quality
both in terms of knowledge, attitudes, and
skills by following certain procedures so
that they can benefit themselves, their
families, the community, the nation and the
country. So education does not only
develop intellectual abilities but also how to
implement them in social life by instilling
moral values. Education is a process of
interaction between students and educators
in learning activities.
 Teachers as educators play an students in learning, it will make students
important role in providing knowledge to passive, bored, and bored.
students so that they have mastery of the
knowledge and life skills needed in dealing
with real life. Teachers have an obligation
to give birth to young people who are
qualified both in terms of intellectual and
moral aspects. This can be done by creating
effective learning. In learning activities
there is interaction between the students,
the interaction of teachers and students, as
well as the interaction of students with
learning resources.
However, in reality the learning
process carried out by the teacher is still not
running optimally, especially in
mathematics. Mathematics is a subject that
is considered difficult by students. One of
the reasons is the way the teacher teaches is
still conventional with lectures, explaining
material in front of the class, and
conducting questions and answers with
students who can or are active in class. This
makes the learning process dominated by
the teacher and only a few students.
Meanwhile, passive students do not have
many roles in the learning process. The
lecture method used by the teacher in
conveying the material can be made
learning
becomeboring. Students are
not given the opportunity For
compileown knowledge in
the learning process. This situation makes
students think that what they learn in class
is not meaningful for their class life. This
has an impact on children's learning interest
which is reduced in mathematics. In
addition, due to the lack of the role of
 The material in mathematics is an
abstract concept. Meanwhile, in the
learning process, the teacher uses the
lecture method in delivering the material.
The lecture method for conveying abstract
mathematical concepts makes it difficult
for students to understand the material.
This is because students are still thinking
concretely. As a result, mathematics is one
of the subjects that is considered difficult
because the learning outcomes of students
are still lacking.
The key to learning mathematics is
a good understanding of concepts. To
explore a new concept, students must first
understand the concept in the previous
material. This is a requirement for students
to be able to accept and understand new
concepts easily. With a lack of students'
understanding of the material presented, it
causes learning outcomes to be not optimal
and not to achieve learning mastery
(Kamarianto, Noviana, Alpusari, 2018)
Seeing this problem, it is necessary
to make improvements so that the learning
process becomes better so that it can
improve the quality of learning, especially
mathematics. Learning needs to be
designed and implemented according to the
characteristics of students. The teacher
must create a pleasant learning atmosphere
so that it can foster students' interest in
participating in learning.
One way that can make students
active in the learning process is to apply
various learning models (Riswati, Alpusari,
Marhadi, 2018). As educators, teachers
need to choose the right model to convey a
concept to their students. To achieve
optimal learning outcomes, the effort that
can be made by a teacher is to use an
appropriate model in conveying material to
students. A learning model that can help
students associate material with real life.
The learning model is problem based
learning (PBL) or problem based learning.
The PBL learning model is learning
that focuses on students as learners and on
authentic or relevant problems that will be
solved using all the knowledge they have or
from other sources (Lidnillah, 2013). The
application of problem based learning
(PBL) models with concrete media can be
an effort to improve mathematics learning
outcomes. This is because the problem
based learning (PBL) model raises
problems as the first step to collect and
integrate new knowledge.
Problem-based learning is a learning
method that begins with problems to collect
and integrate new knowledge
(Fathurrohman, M, 2015). In an effort to
solve these problems students will gain the
knowledge and skills needed for these
problems.
The learning process begins with
defining the problem, then students hold
discussions to equate perceptions of the
problems discussed and then design goals
and targets that must be achieved. The next
activity is to look for materials from various
sources such as books in the library, the
internet, and observations. The teacher's
assessment is not only on student learning
outcomes but also on the process
undertaken during learning. The teacher's
role here is to monitor the learning progress
of students to achieve goals
learning. The teacher is also tasked with
directing students in solving the given
problem so that they remain in the correct
position.
The characteristics of problem based
learning (PBL) learning are applying
contextual learning, the problems presented
can motivate students to learn, integrity
learning, namely learning motivated by
unlimited problems, students are actively
involved in learning, collaborative work,
participants students have various skills,
experiences, and various concepts. The
problem based learning learning model
makes authentic problems the focus of
learning which aims to enable students to
solve these problems, so that students are
trained to think critically and think at a
higher level (Kurnia, Rifai, Nurhayati,
2015)
RESEARCH METHODS
This research uses a document study
on the results of previous research. Data
collection in this study was carried out by
browsing journals on several electronic
media such as digital libraries, the internet,
and collections of library journals. Journal
search is done through Google Scholar. The
keywords used for journal searches are:
increasing learning outcomes, elementary
mathematics lessons, problem based
learning. From the search results obtained,
selected those that meet the criteria, namely
the availability of data before and after the
action in the form of a score. From the
problem based learning model, 10 research
results were selected for further analysis.
The analysis uses a comparison method to
determine the impact of implementing a
research-based learning model, the
difference in scores
before action with after action as the
amount of increase, then divided by the
score before the action (in the form of %) to
determine the magnitude of the effect of
learning action on learning outcomes.
RESULTS AND DISCUSSION
After browsing on Google Scholar,
the following research results were
obtained. With the keywords increasing
learning outcomes, elementary mathematics
lessons, problem based learning. From the
search results obtained 10
selected studies: Zahro F. (2014), Fauziah,
R. (2015), Wibowo, WS (2012),
Subhanarrijal, A. (2016), Gunantara, G.,
Suarjana, IM, & Riastini, PN (2014) ,
Vitasari, R. (2013), Wibowo, SA (2013),
Agustin, VN (2013), Novi Andriastutik, S.
(2013), Perdana, SA (2016).
Based on the browsing results
carried out using the selected Google
Scholar as above, the results of the analysis
related to the application of the problem-
based learning model to improve
elementary mathematics learning outcomes
can be examined in the following table.

Table 1. The magnitude of the increase in Mathematics Learning Outcomes

as The Influence of Problem Based Learning Models
Improved Learning Outcomes
No Title PTK Beginning After gains
Researcher gains
(%)
1 Applicatio Model Problem Subhanarrijal, 82,69 86.54 3.85 5
n
based learning with A
MediaConkret

inImprovement of Fraction
Learning for Class IVSDN01
Students in Bojongsari
2015/2016 Academic Year Gunantara, G., 70 86,42 16,42 23
2 Application Suarjana, IM,
ModelLearning Problem based & Riastini,
learning to Improve Ability PN
SolvingMath Problems of
Class V Students
3 Improving the Activeness and SD Negeri 5 Kutosari
Learning Outcomes of 4 Improving the Completion of Story Problems in
Mathematics Through the Mathematics Through the Problem Based Learning
Problem Based Learning Method
Model for Class V Students of 5 Increasing Student Learning Activities and Outcomes
through Problem Based Vitasari, R. 62,8 88.1 25,3 40
Learning (PBL) Models

Wibowo, SA 51 58,59 7.59 15

Agustin, VN 68,14 84,31 16,17 24

 6 Application of Model Problems Novi 62,3 77.5 15,2 24
based learning(PBL) in Andriastutik,
Mathematics Learning in an S.
Effort to Improve Mathematics
Learning Outcomes of Class 5
Semester II Students of
Elementary School 6 Sindurejo
Academic Year 2012/2013
7 Improving Mathematical Zahro F. 60,3 77.9 17,6 29
Learning Outcomes of
Multiplication and Division
Operations through Problem
Based Learning Models in
Grade IV Students of SD 3
Ngembalrejo Fauziah, R. 67,10 84,73 17,63 26
8 Application
ModelProblem based learning
learning to improve the
learning process and results of
arithmetic operations for
elementary students
9 Improving Student Learning Wibowo, 57,39 66,19 8,8 15
Outcomes in Learning
Mathematics W.S.
withUsing PBL (Problem
based learning) in Class V SD
N 1 Tempursari
10 Use of the Problem Based Prime, SA 68.7 87.8 19,1 28
Learning (PBL) Method
Assisted by Audio Visual
Media to Improve Mathematics
Learning Outcomes for Class 4
Students of Ketapang 01 Public
Elementary School, Susukan
District, Semarang Regency
Semester II of the Academic
Year
2015-2016
Average Student Learning Outcomes 65, 042 79,808 14,766 22,9

Based on the results of the analysis based learning (PBL) model can improve
presented in the table above, it can be students' mathematics learning outcomes.
concluded that learning with the problem Increased learning outcomes from the lowest
5% to the highest 40%, with an average of
22.9%. The average learning outcomes of
students before the class action research
was 65.042 and after the class action
research was carried out with
application of problem based learning
models
there was an increase to 79,808.
Learning and learning activities in
schools should be able to create interactions
between teachers and students and also
students and students (Wijayanti, 2016).
The problems that occurred in the 10
elementary schools studied, especially in
mathematics, were the way teachers taught
was still conventional with lectures,
explained material in front of the class, was
less interesting, and
teacher centered. Other problems include
the activeness of students in participating in
learning which is still lacking. This problem
is due to the selection of an inappropriate
learning model by the teacher.
As presented in the table above, the
application of problem-based learning
models in mathematics lessons can improve
student learning outcomes. Problem-based
learning is a learning model designed and
developed in order to develop students'
ability to solve problems (Shaputri,
Marhadi, Antosa, 2017) Using the problem-
based learning model can develop students'
critical thinking skills in solving a problem
given by the teacher . In addition, the
application of this problem-based learning
model can foster student motivation in
learning. One of the advantages of the
problem-based learning model is that
students can feel the benefits of learning
because the problems faced by children are
associated with real life.
When applying the problem-based
learning model, the stage that must be
considered is to orient students towards the
problem because this stage determines the
success of implementing the problem-based
learning model (Setyosari & Sumarmi,
2017). The problems faced are problems
that are in accordance with the real life of
students. Teachers should be able to create
a fun learning atmosphere and direct
learning in accordance with the principles
of problem based learning (Wulandari,
2012). One of the characteristics of
elementary school students is high
curiosity. When students are confronted
with a problem will make students
interested in solving the problem.
CONCLUSIONS AND
RECOMMENDATIONS
Mathematics learning by teachers in
elementary schools in general is still not
running optimally. Teachers in the learning
process still often use the lecture method to
deliver material. While the material in
mathematics is an abstract concept.
The lecture method used by the
teacher in conveying abstract concepts
makes it difficult for elementary school
students who still think concretely to
understand the material presented by the
teacher. The learning process is still teacher
centered. As a result, mathematics is
considered as a difficult subject and student
learning outcomes are less than optimal.
Selection of the right learning model
is one way to optimize the process and
learning outcomes of students. One model
that can be used is the problem based
learning model. Learning with the problem
based learning model begins with the
emergence of problems that must be solved
by students. The problems raised relate to
the lives of students (contextual). With
contextual problems, it will make it easier
for students to accept and understand the
material provided. Students solve the
problem by searching from various sources.
Students build their own knowledge so that
learning becomes more meaningful.
Teachers should be able to apply the
problem-based learning model as an
alternative in teaching mathematics so that
learning is not monotonous and
passive so that it does not attract the interest of students.