PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS DISKUSI KELOMPOK TERHADAP KEMAMPUAN MENEMUKAN GAGASAN POKOK PADA SISWA KELAS V SDN 2 TALISE

The ability to identify main ideas is a critical reading sub-skill that many primary school
students in Indonesia struggle to develop, often due to passive, teacher-centered
instructional practices. This study aimed to improve fifth-grade students' ability to identify
main ideas through the integration of Problem-Based Learning (PBL) and structured group
discussion. A classroom action research design following the Kemmis and McTaggart
cyclical model was employed, involving 20 fifth-grade students at SDN 2 Talise, Palu,
Indonesia, during the 2025/2026 academic year. Data were collected through reading
comprehension tests and structured classroom observations, then analyzed using
descriptive statistics and the Miles et al. interactive qualitative model. The results
demonstrated progressive improvement across cycles: the class mean score increased
from 52.25 (pre-test) to 68.50 (Cycle I) and 80.75 (Cycle II), while classical mastery rose
from 20% to 80%, surpassing the 75% success indicator. These findings confirm that PBL
combined with structured group discussion effectively engages students in active textual
analysis and collaborative meaning construction, thereby developing their capacity to
identify main ideas. The study highlights that instructional design quality—particularly the
structuring of collaborative tasks and calibration of teacher scaffolding—is decisive in
maximizing the effectiveness of PBL for reading instruction in primary education.